Behavior Analysis in Practice最新文献

Ethics is broadly concerned with the right and wrong behavior of individuals. The standards of right and wrong may vary across societies and within societies, including within a behavior analytic society. Standards of right and wrong are often stated via written ethics codes for professionals, but differences might still exist. Resolution of the difference of standards within groups might occur through various written processes. Examples of written resources might include blogs, newsletters, books, and journal articles. Within behavior analysis, there is an absence of written resources, especially a recurring opportunity for discussion of ethics within a behavior analytic journal. The purpose of this manuscript is to propose guidelines for a behavior analytic journal to implement a recurring ethics discourse process.

The use of compound stimuli in match-to-sample training arrangements can potentially increase the efficiency of target acquisition in some circumstances as a result of the development of emergent relations. However, utilizing compound stimuli in training arrangements comes with the risk that responding could come under the restrictive control of one of the individual components of the compound stimulus. The purpose of this case study was to demonstrate an evaluation process for determining the impact of compound stimuli on stimulus control within a match-to-sample arrangement.

Excessive collecting is frequently reported in children with autism spectrum disorder, but few studies have used behavior analytic interventions based on functional analysis to treat it. In the current study, functional analysis results informed the creation of a multicomponent treatment package involving parent training for a 12-year-old girl with autism spectrum disorder who engaged in interfering hoarding that was significantly limiting quality of life for both her and her family. Based on the results of the functional analysis, which suggested automatic and potential attention functions, we evaluated differential reinforcement, rules, and acceptability criteria across the two hoarding topographies. Using a multiple baseline across behaviors design, results showed that the multicomponent treatment package successfully reduced hoarding. Social validity measures indicated a reduction in symptom severity, improvements in family quality of life, and high consumer satisfaction. In addition, outcomes were maintained over 2 months. This study shows the utility of functional analysis-based treatments for hoarding in children with autism spectrum disorder.

Strategic incremental rehearsal (SIR), a modified version of the incremental rehearsal strategy, is a flashcard instructional method that is often used to assist struggling readers. Peer-mediated interventions can also increase student abilities and achievement, specifically when used for reading proficiency. However, there is limited empirical research that has examined these two strategies simultaneously. In the current study, we investigated the effectiveness of using a peer tutor when implementing SIR to increase student sight word reading. Researchers conducted the study within a school-based after-school program in a suburban school district. Three 4th- and 5th-grade students who were identified as reading proficiently on grade level served as peer tutors, whereas three 2nd-grade students whose teachers indicated were reading on or below grade level were identified as participants. Peer tutors were taught the SIR strategy and then implemented the intervention using a multiple baseline single case design. Results indicated that using a SIR peer-mediated approach was effective at increasing the number of words read correctly for all participants. Treatment acceptability data suggested that the participants liked the SIR peer-mediated intervention. The application of peer-mediated SIR within the classroom setting is discussed.

Trauma-informed care (TIC) refers to the guiding principles that inform how organizations or individuals arrange services with respect to acknowledging both the prevalence and impact of trauma. Given the elevated risks of trauma in the populations with which many behavior analysts work, clarifying why, how, and if TIC should be incorporated into behavior analytic work seems prudent. Although the core commitments of TIC are inherently aligned with ethical and effective applied behavior analytic practice, there are few exemplars of how TIC can be intentionally incorporated into behavioral assessment and treatment. This special issue is intended to begin to fill that gap, as well as to promote further discussion of the benefits and limitations of TIC in ABA. In this introduction, we review both the prevalence and potential outcomes of trauma, as well as attempting to dispel misconceptions about TIC that appear common among the behavior analytic community. We highlight how the articles in the special issue are important in developing an evidence base for TIC in ABA, as well as suggesting areas for future research.

One of the most critical intervention strategies when working with individuals with significant language delays associated with autism spectrum disorder and related developmental delays is teaching mands. For mand training to be effective, an establishing operation (EO) must be in effect, yet EOs are often difficult to observe. Before learning to mand, an individual may point to or approach a reinforcer, which likely indicates an EO related to that reinforcer, and may be considered an indicating response (IR). Observing an IR before prompting a mand increases the likelihood that the prompt is delivered when an EO is in effect and that the response is truly a mand. Missing from the literature is a consistent definition of IRs and a robust set of guidelines for using them in practice. In this tutorial, we review the terms and topographies of IRs in the literature to arrive at a definition of IRs. We then provide practical, research-based recommendations for using IRs during mand training, as well as assessing, selecting, teaching, and replacing IRs. Last, we provide tools and resources related to decision making and data collection with respect to IRs.

Supplementary information: The online version contains supplementary material available at 10.1007/s40617-024-00965-7.

Mands are consistently described as critical learning targets for members of vulnerable populations in need of language intervention (Ala'i-Rosales et al., 2018; Michael, 1988; Sundberg, 2004). Reviews of the literature demonstrate a prevalence of the mand in the applied literature (e.g., DeSouza et al., 2017). Yet, gaps between research and practice exist in scientific fields resulting in decades-long delays between identification of evidence-based approaches and adoption in everyday use. The mand may be particularly at risk for procedural drift in practice settings given the sometimes elusive nature of establishing operations (EOs) and the relative complexity of procedures used to contrive them. Thus, the purpose of this tutorial is to build upon prior conceptual (e.g., Shafer, 1994) and applied (e.g., Cengher et al., 2022) reviews on mands to provide a contemporary, in-depth review of three procedures used to contrive EOs: incidental teaching, the interrupted chains procedure, and programmed restriction of reinforcers. Recent examples from the literature are discussed along with considerations for use in practice. Resources to support implementation including integrity checklists and role play scenarios are provided.

Supplementary information: The online version contains supplementary material available at 10.1007/s40617-024-00985-3.

Boyce and Hineline (2002) published their seminal article describing interteaching more than 2 decades ago. Since then, a robust line of research has emerged demonstrating the efficacy of this instructional approach in college classrooms across a variety of subjects, class sizes, levels of instruction, and in the most recent research, across various teaching and learning modalities. The purpose of this article is to provide a guide and resource for those interested in implementing interteaching in their classroom as well as those interested in conducting interteaching research. The information provided in this tutorial stems both from the current, supporting literature base and the authors' collective experiences implementing interteaching in their own classrooms over the last decade.

Evaluating online educational platforms requires studying the design, development, and implementation of the learning environment as well as the learning materials, learners, and learning process to facilitate improvements in teaching and skill acquisition. The accelerated growth of online educational tools has prompted a need for systematic evaluation of online educational platforms. Khan Academy has experienced immense popularity and is used by students worldwide. However, little research has been conducted on the effects of Khan Academy at the individual level. Thus, the purpose of this study was to evaluate the effectiveness of Khan Academy in teaching elementary math to three participants using objective methods. Participants completed worksheets prior to and following Khan Academy to determine its effectiveness in teaching targeted math skills. Results indicated that Khan Academy was effective for all three participants. Thus, Khan Academy may be an effective tool for acquisition of elementary math.

Although applied behavior analysis (ABA) practice guidelines exist (Behavior Analyst Certification Board^® [BACB^®], 2020; Council of Autism Service Providers [CASP], 2020), research has shown that barriers to their implementation can be present in everyday clinical practice across a variety of areas (e.g., Blackman et al., 2023; DiGennaro Reed et al., 2015; Oliver et al., 2015; Roscoe et al., 2015; Sellers et al., 2019). To date there are no published studies that have assessed the status of procedural-integrity training, practices, and barriers experienced by Board Certified Behavior Analysts^® (BCBAs^®) providing ABA services. Therefore, the purpose of the current study was to determine the extent to which BCBAs engaged in the procedural-integrity monitoring process and what barriers they encounter in clinical practice. To gather this information, we surveyed BCBA practitioners. The findings reveal that BCBAs often observe providers implementing clinical services and provide feedback; however, they reported that a lack of training, time, and established systems, along with competing contingencies were barriers to engaging in data related procedural-integrity responsibilites (data collection, tracking, and analysis). Based on these findings, implications for BCBA training and support in addition to potential solutions and future research directions are discussed.