Behavior Analysis in Practice最新文献

Quigley and colleagues (2024, Behavior Analysis in Practice, https://doi.org/10.1007/s40617-024-01001-4) described a treatment recommendation scenario within a multi-disciplinary team setting for an adult with a developmental disability. The authors presented the information in a standard format to share how the involved parties identified, evaluated, and responded to the recommendation based upon their understanding of ethical decision-making. In this response, the right to effective treatment is emphasized as a primary obligation of the treatment team. The review of the procedure reveals that the intended intervention is one that is both unproven to be effective and similar to an intervention known to be harmful. Multiple available resources support the need to avoid the use of this intervention. Implications and suggestions for decision-making in clinical contexts are highlighted.

The current study evaluated the effectiveness of relational training on the establishment of three deictic framing repertoires (I/You, Now/Then, Here/There) in an eight-year-old autistic boy using a multiple baseline across behaviors design. Relational training was effective in establishing all three directly trained and mutually entailed deictic relations, while differences were observed in transformation of stimulus function. Results support previous findings with the systematic development of multiple types of perspective taking repertoires with the same participant.

Quigley and colleagues (2024, Behavior Analysis in Practice, https://doi.org/10.1007/s40617-024-01001-4) described a treatment recommendation scenario within a multidisciplinary team setting for an adult with a developmental disability. The authors presented the information in a standard format to share how the involved parties identified, evaluated, and responded to the recommendation based upon their understanding of ethical decision-making. The core ethical principles mandated by behavioral ethics were described precisely, with the required recommendation crystal clear and unwavering. The recipient of such advise would know exactly what to think and how to react to such a treatment recommendation should they be in a similar situation in their respective clinical setting.

Quigley and colleagues (2024, Behavior Analysis in Practice, https://doi.org/10.1007/s40617-024-01001-4) described a treatment recommendation scenario within a multi-disciplinary team setting for an adult with a developmental disability. The authors presented the information in a standard format to share how the involved parties identified, evaluated, and responded to the recommendation based upon their understanding of ethical decision-making. This commentary highlights a number of important strengths that played a key  role in the successful resolution of the challenge discussed by Quigley and colleagues. It further highlights some of the reasons clients may be drawn to non-evidence-based interventions and cautions behavior analysts to approach such situations with care. Though behavior analysts should not themselves provide non-evidence-based interventions, inordinate pressure on clients to avoid such interventions may constitute a form of coercion and may undermine clients' trust in behavior analysts.

[This corrects the article DOI: 10.1007/s40617-024-01001-4.].

Technical reading comprehension, a byproduct of read-do correspondence, refers to a student accurately reading and following written directions. Across two experiments, the present study evaluated the effects of a reader immersion procedure on the acquisition of read-do correspondence for preschool and second-grade students. The reader immersion procedure induces read-do correspondence as the participants must read a series of steps to access preferred stimuli. Within the first experiment, we tested the reader immersion procedure on the acquisition of read-do correspondence, as evidenced by read-draw and read-build responses, for four preschool students. The second experiment evaluated the effects of the reader immersion procedure on the acquisition of read-do correspondence, as evidenced by read-draw responses, for three second-grade students. All seven participants showed increases in read-do correspondence after the intervention. Implications for education and independent functioning are discussed. • Technical reading comprehension is a byproduct of read-do correspondence. • Educators can teach students to read and follow written instructions accurately by arranging the classroom environment and providing reinforcement. • Potential implication of this research, although not directly demonstrated, is that students may learn faster as they can independently complete tasks such as completing worksheets without the educator's direct instruction. • Students may also learn to function independently outside the classroom by responding to environmental stimuli such as stop signs, recipes, and instructional manuals.

The goal of this study was to determine whether the script fading procedure (SFP) could effectively promote line memorization, thereby facilitating inclusion in a self-chosen recreational activity for an adult with autism. The participant had previously demonstrated a skill deficit for memorizing a script for a theatrical performance, which was her preferred recreational activity. Although the SFP has been effectively used to teach various skills, previous research did not target self-chosen leisure skills or adult participants. Using a multiple-baseline-across-behaviors (scripts) design, the words of three scripts were taught and systematically faded. Following the SFP, the physical scripts were faded entirely. Through all steps of script fading, generalization, and maintenance, the participant successfully recited the script with nearly 100% accuracy. The SFP was effective in teaching the skill of memorizing lines and was the first to examine the effect of a behavior analytic approach on teaching a performing arts leisure skill.

[This corrects the article DOI: 10.1007/s40617-024-00964-8.].

Employment offers many important benefits yet the majority of adults with disabilities are not represented in the workforce suggesting more research is needed on evidence-based vocational training for adults with disabilities (U.S. Bureau of Labor Statistics, 2024). The evidence base for improving current vocational training practices can be expanded through more research on fluency-based instruction and precision teaching. Precision teaching has been demonstrated to improve skill repertoires in a number of academic settings but its application for vocational skill acquisition is still emerging. The present study evaluated precision teaching as a tool to teach employment skills and extended Cohen (2005). Thus, the purpose of this study was to determine the effects of precision teaching with frequency building on the acquisition of job skills for adults with disabilities and examine the effects of training component skills using frequency building at a simulated training site on composite skill performance at the job site requiring the vocational skill. The results suggest frequency building was successful at improving vocational component repertoires. Evaluations of fluency outcomes after aims were met found degradations in participants' component performances. Finally, maximizing the effects component skill fluency has on related composite repertoires may require composite skills to be explicitly trained.

This paper details the ongoing actions behavior analysts should be prepared to take to ensure that behavior analyst licensure laws protect the public and behavior analysts. Behavior analysts will want to be aware of these processes to engage with government officials in an informed way relative to any possible changes to the relevant laws and regulations. Although behavior analysts have increasingly become knowledgeable about the processes to pass licensure legislation, they can be unaware of the significant impact that rules for implementing a licensure law can have on their work and the public. Additionally, legislative actions can change or eliminate licensure laws after implementing the original law. Behavior analysts and their collaborating public (i.e., citizens committed to behavior analysis licensure legislation) can be caught off guard if unexpected rules or regulations for implementing licensing laws are proposed and adopted. Years later, behavior analysts may be further surprised by sunset laws that can result in the automatic termination or substantial revision of licensure laws. Although sunset laws may be relevant in many states, those in which most politicians oppose regulation are most at risk for termination of licensure laws despite the initial years of effort and collaboration needed to enact the law. We offer an analysis of these processes and how they impact the public and behavior analysts concerning the practice of behavior analysis. Further, we suggest that behavior analysts address factors relevant to behavior analyst licensure once established.