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The Development of a Behavior Plan Quality Assurance Instrument in a Publicly Funded System of Care 在公费护理系统中开发行为计划质量保证工具
IF 2.2 Pub Date : 2024-02-08 DOI: 10.1007/s40617-024-00909-1

Abstract

Quality assurance in behavior planning may best be accomplished when quality measures match governing policies that closely parallel best practice standards. This article provides an example of state government creating practice guidelines for focused behavioral services delivered in a home and community-based waiver system. We provide an overview of existing quality assurance instruments for behavior plans and share a unique quality review tool with several automated features designed to assess adherence to these practice guidelines. Considerations are offered for others with interest in policy to practice alignment, along with suggestions on how behavior analysts can successfully participate in policy making and quality assurance.

摘要 当质量措施与与最佳实践标准密切相关的管理政策相匹配时,行为规划的质量保证才能得到最好的实现。本文举例说明了州政府为基于家庭和社区的减免制度中提供的重点行为服务制定实践指南的情况。我们概述了现有的行为计划质量保证工具,并分享了一种独特的质量审查工具,该工具具有多项自动功能,旨在评估这些实践指南的遵守情况。我们还为有兴趣将政策与实践相结合的其他人员提供了考虑因素,并就行为分析师如何成功参与政策制定和质量保证提出了建议。
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引用次数: 0
Systematic Review of Differential Reinforcement in Skill Acquisition 技能学习中的差异强化系统回顾
IF 2.2 Pub Date : 2024-02-06 DOI: 10.1007/s40617-023-00903-z
Catia Cividini-Motta, Cynthia Livingston, Hannah Efaw

The purpose of this article was to review and summarize the literature investigating the impact of differential reinforcement on skill acquisition. Researchers synthesized data from 10 articles across the following categories: (1) participant characteristics; (2) setting; (3) reinforcement procedures; (4) within-subject replication; (5) results; and (6) secondary measures (e.g., social validity). Results indicated that most of the participants were male, had a diagnosis of autism, and communicated vocally. The differential reinforcement condition in which reinforcement favored independent responses (e.g., edible for independent; praise for prompted responses) was the most frequently employed differential reinforcement condition and it resulted in the acquisition of more responses or faster acquisition for most participants. In addition, when differing reinforcement procedures manipulating different parameters of reinforcements were compared, better outcomes were attained when the schedule of the reinforcer was manipulated within the differential reinforcement procedure relative to when quality or magnitude were manipulated. Limitations of the previous research, recommendations for future research, and implications for clinical practice are discussed.

本文旨在回顾和总结研究差异强化对技能习得影响的文献。研究人员综合了 10 篇文章的数据,涉及以下几个方面:(1)参与者特征;(2)环境;(3)强化程序;(4)受试者内复制;(5)结果;(6)次要测量(如社会有效性)。结果表明,大多数参与者为男性,被诊断为自闭症,并能用声音交流。在差异强化条件下,强化有利于独立反应(例如,独立反应可食用;提示反应可获得表扬),这是最常用的差异强化条件,它使大多数参与者获得了更多的反应或更快地获得了反应。此外,在对操纵不同强化物参数的不同强化程序进行比较时,在差别强化程序中操纵强化物的时间安排与操纵强化物的质量或大小相比,能取得更好的结果。本文讨论了以往研究的局限性、对未来研究的建议以及对临床实践的影响。
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引用次数: 0
Using the ADDIE Model of Instructional Design to Create Programming for Comprehensive ABA Treatment 使用 ADDIE 教学设计模式创建综合 ABA 治疗计划
IF 2.2 Pub Date : 2024-02-05 DOI: 10.1007/s40617-024-00908-2
Vincent J. LaMarca, Jennifer M. LaMarca

ABA research abounds with articles on increasing or decreasing a small set of behaviors. These articles fit nicely within the framework of Focused ABA Treatment in which the goal of treatment centers on only a few behaviors. However, many behavioral practitioners spend most of their time developing Comprehensive ABA Treatment in which a large number of behaviors are systematically changed across multiple developmental domains. Few resources are available to help in designing and implementing such programming. This article presents a model from the field of instructional design for the development of comprehensive programming. Applying the ADDIE model—Analyze, Design, Develop, Implement, Evaluate—the article identifies a consistent process to follow, critical actions to take, and helpful resources to use when developing comprehensive programming for individuals with autism.

关于增加或减少一小部分行为的 ABA 研究文章比比皆是。这些文章非常适合聚焦式 ABA 治疗的框架,在这个框架中,治疗的目标只集中在少数几种行为上。然而,许多行为实践者把大部分时间花在开发综合 ABA 治疗上,在这种治疗中,大量的行为会在多个发展领域得到系统性的改变。在设计和实施此类方案时,很少有资源可以提供帮助。本文介绍了一个教学设计领域的模型,用于开发综合方案。文章应用 ADDIE 模型--分析、设计、开发、实施、评估--确定了在为自闭症患者开发综合课程时应遵循的一致流程、应采取的关键行动以及应使用的有用资源。
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引用次数: 0
Optimizing Learning Outcomes when Teaching Sight Words using Fruits and Vegetables as Reinforcers 用水果和蔬菜作为强化物教授视力单词时优化学习效果
IF 2.2 Pub Date : 2024-01-30 DOI: 10.1007/s40617-024-00912-6
Faris R. Kronfli, Timothy R. Vollmer, Garret O. Hack, Garrit D. DuBois

Reinforcers frequently chosen may not offer the same nutritional value as fruits and vegetables. Prior researchers have explored preferences and the effectiveness of salty and sweet foods compared to fruits and vegetables, but the criteria for demonstrating effectiveness have often been arbitrary rather than academic. In addition, it remains unclear how the integration of these potentially nutritious reinforcers might affect learning or hinder learning efficiency. Therefore, the objective of this study was to investigate whether introducing fruits or vegetables as potential reinforcers could sustain responding achieved with salty or sweet reinforcers. The implications of this model for incorporating a variety of reinforcers while maintaining responding are also discussed.

经常选择的强化物可能无法提供与水果和蔬菜相同的营养价值。之前的研究人员已经探讨了咸味和甜味食物与水果和蔬菜相比的偏好和有效性,但证明有效性的标准往往是武断的,而不是学术性的。此外,整合这些潜在的营养强化物会如何影响学习或妨碍学习效率,目前仍不清楚。因此,本研究的目的是调查引入水果或蔬菜作为潜在强化物是否能维持对咸或甜强化物的反应。本研究还讨论了这一模型对于在保持反应的同时纳入多种强化物的意义。
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引用次数: 0
Improving Human-Service Organizations through Process Mapping: A Tutorial for Practitioners 通过绘制流程图改进人类服务组织:从业人员教程
IF 2.2 Pub Date : 2024-01-29 DOI: 10.1007/s40617-024-00906-4
Molli M. Luke, Peter Dams, Sarah N. Lichtenberger

Developing and improving organizational processes is an important element for staff satisfaction, effective communication, and ultimately the success of an organization (Rummler & Brache, 2013). Human-service organizations are no exception and, in fact, could greatly benefit from process improvement. This article provides guided steps for using process maps as a means for improving processes in human-service organizations.

开发和改进组织流程是员工满意度、有效沟通以及组织最终成功的重要因素(Rummler & Brache, 2013)。人力服务机构也不例外,事实上,它们可以从流程改进中获益良多。本文提供了使用流程图作为改进人力服务机构流程的指导步骤。
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引用次数: 0
Are Function-Based Interventions for Students with Emotional/Behavioral Disorders Trauma Informed? A Systematic Review 对有情绪/行为障碍的学生进行基于功能的干预时,是否考虑了创伤因素?系统回顾
IF 2.2 Pub Date : 2024-01-26 DOI: 10.1007/s40617-023-00893-y
Marney S. Pollack, Blair P. Lloyd, Lilian E. Doyle, Matthew A. Santini, Gabrielle E. Crowell

Students with emotional/behavioral disorders (EBD) commonly engage in both externalizing and internalizing behaviors—a behavioral profile that has been connected to childhood trauma. Although the efficacy of function-based interventions for students with EBD has been documented, the extent to which these interventions align with principles of trauma-informed care (TIC) is unknown. We conducted a systematic review of function-based intervention studies for students with EBD to evaluate whether and how these interventions incorporated critical elements of TIC. We identified 56 articles that met the eligibility criteria and used an iterative process to identify intervention practices consistent with each of six pillars of TIC, then evaluated the extent to which interventions in the study sample incorporated these practices. Despite identifying 45 function-based intervention practices aligned with pillars of TIC, we found most of these practices were absent in most interventions. We identified teaching skills, building healthy relationships, and including family, culture, and community as three pillars of TIC that warrant more attention when developing function-based interventions for students with EBD. For pillars of TIC that lack a strong empirical foundation in behavior analysis, we point to related literatures and disciplines with potential to inform next steps in behavior analytic research and practice.

患有情绪/行为障碍(EBD)的学生通常会有外化和内化行为--这种行为特征与童年创伤有关。虽然基于功能的干预措施对 EBD 学生的疗效已被证实,但这些干预措施在多大程度上符合创伤知情护理(TIC)的原则却不得而知。我们对针对 EBD 学生的以功能为基础的干预研究进行了系统性回顾,以评估这些干预措施是否以及如何融入了 TIC 的关键要素。我们确定了 56 篇符合资格标准的文章,并使用迭代过程确定了与 TIC 六大支柱中每一个支柱相一致的干预措施,然后评估了研究样本中的干预措施在多大程度上纳入了这些措施。尽管我们确定了 45 项基于功能的干预措施与 "儿童融入社会 "的支柱相一致,但我们发现大多数干预措施中都没有这些措施。我们发现,在为有 EBD 的学生制定以功能为基础的干预措施时,教授技能、建立健康的人际关系,以及将家庭、文化和社区纳入其中,是 "全人教育信息中心 "的三大支柱,值得给予更多关注。对于在行为分析中缺乏坚实实证基础的TIC支柱,我们指出了有可能为行为分析研究和实践的下一步提供信息的相关文献和学科。
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引用次数: 0
Affirming Neurodiversity within Applied Behavior Analysis 在应用行为分析中肯定神经多样性
IF 2.2 Pub Date : 2024-01-25 DOI: 10.1007/s40617-024-00907-3
Sneha Kohli Mathur, Ellie Renz, Jonathan Tarbox

Criticisms of applied behavior analysis (ABA) from the autistic community continue to intensify and have an appreciable impact on research, practice, and conversation in stakeholder groups. ABA providers aspire to increase quality of life for autistic people; thus, it is imperative for providers to listen with humility and openness to the population we serve. Autistic individuals have unparalleled expertise in their own lives and their own communities. The concerns raised by the autistic community cannot, morally or ethically, be swept aside. There may be a misguided and harmful tendency to devalue concerns due to the speaker’s identification as autistic or due to their difference in professional credentials. The concept of neurodiversity can help the ABA field respond to these concerns and collaborate with the largest stakeholders of our services, the autistic clients we serve. This article summarizes some of the key criticisms that autistic advocates raise concerning ABA, discusses the social model of disability and the neurodiversity paradigm, and proposes practical guidance to help the field of ABA integrate neurodiversity and thereby evolve our research and practice. By openly acknowledging the criticisms against ABA and recognizing how we can do better as a field, we believe we can take practical steps towards a profession and a society that more fully embraces inclusion.

自闭症群体对应用行为分析(ABA)的批评不断加剧,并对相关群体的研究、实践和对话产生了显著影响。ABA 提供者渴望提高自闭症患者的生活质量;因此,提供者必须以谦逊和开放的态度倾听我们所服务的人群。自闭症患者在自己的生活和社区中拥有无与伦比的专业知识。自闭症群体提出的关切,无论在道德上还是伦理上,都不能一概而论。由于发言者被认定为自闭症患者,或由于他们的专业资质不同,可能会出现贬低所关注问题的错误和有害倾向。神经多样性的概念可以帮助 ABA 领域应对这些问题,并与我们服务的最大利益相关者--自闭症客户合作。本文总结了自闭症倡导者对 ABA 提出的一些主要批评,讨论了残疾的社会模式和神经多样性范式,并提出了切实可行的指导意见,以帮助 ABA 领域整合神经多样性,从而发展我们的研究和实践。通过公开承认针对 ABA 的批评意见,并认识到作为一个领域,我们可以如何做得更好,我们相信我们可以采取切实可行的措施,使我们的专业和社会更充分地拥抱包容。
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引用次数: 0
A Discussion of Positive Behavior Support and Applied Behavior Analysis in the Context of Autism Spectrum Disorder in the UK and Ireland 英国和爱尔兰自闭症谱系障碍背景下的积极行为支持和应用行为分析讨论
IF 2.2 Pub Date : 2024-01-25 DOI: 10.1007/s40617-023-00905-x
David Stalford, Scott Graham, Michael Keenan

This article addresses the relationship between applied behavior analysis (ABA) and the emergence of positive behavior support (PBS) in context of autism spectrum disorder (ASD) in the UK and Ireland. Two overarching issues that are salient in this discussion are professional training and certification. To date, there has been a lack of standardized training or statutory requirements to practice PBS despite proponents insisting that its practice should be grounded in behavior analytic principles. Furthermore, there is an undercurrent of anti-ABA bias fueled by misinterpretation and unsubstantiated anecdotal claims used to promote an alternative “value based” approach to managing behavior.

本文探讨了应用行为分析(ABA)与英国和爱尔兰自闭症谱系障碍(ASD)背景下出现的积极行为支持(PBS)之间的关系。专业培训和认证是本次讨论的两个突出问题。迄今为止,尽管支持者坚持认为积极行为支持的实践应以行为分析原则为基础,但仍缺乏标准化的培训或实践积极行为支持的法定要求。此外,由于误读和未经证实的轶事说法,反 ABA 的偏见暗流涌动,被用来推广另一种 "以价值为基础 "的行为管理方法。
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引用次数: 0
Correction: Using Behavioral Economics to Inform Behavior Analyst Regulation Fees in Ontario 更正:利用行为经济学为安大略省行为分析师监管费用提供依据
IF 2.2 Pub Date : 2024-01-24 DOI: 10.1007/s40617-024-00913-5
Albert Malkin, Karl F. Gunnarsson, Kendra Thomson, Promise O. Tewogbola, Eric A. Jacobs
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引用次数: 0
A Survey of the State of the Field of Applied Behavior Analysis in Vermont 佛蒙特州应用行为分析领域现状调查
IF 2.2 Pub Date : 2024-01-24 DOI: 10.1007/s40617-023-00901-1
Megan R. Mayo, Audrey N. Hoffmann
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引用次数: 0
期刊
Behavior Analysis in Practice
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