Behavior Analysis in Practice最新文献

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.

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.

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.

Engaging in compassionate communication with caregivers is necessary for behavior-analytic practitioners. There are only a few studies focused on training graduate students to perform behavior-analytic activities with compassion. We present two case studies in which we evaluated the effectiveness of a training package on two participants’ level of compassionate care and interpersonal skills when conducting three behavior-analytic tasks: intake interviews, functional analysis interviews, and progress updates. Participants experienced various caregiver behavioral profiles ranging from cooperative, neutral, and uncooperative. Following the training package, participants scored higher on a compassionate care checklist and interpersonal skills data collection system when conducting intake interviews. Implications of the effectiveness of these training procedures and future research directions are discussed.

Many behavior analysts, like professionals in other health-related fields, are not trained to promote themselves, affect public policy, or disseminate information to individuals outside of their field, including to lawmakers. One of the reasons professionals can be experts in their own professions is because they devote their time to advancing their knowledge in their field; thus, they have limited time to spend becoming proficient in public relations, advocacy, and public policy. However, it is precisely these skills that behavior analysts need to hone and utilize effectively if the profession is to be sustainable. This article gives a brief history of the professionalization of behavior analysis, discusses the pitfalls of sometimes only being recognized as a single-disability industry (i.e. autism), explores the behavior of other professions that serve as models for advocacy, and provides recommendations for advocacy at different levels. The intent is to guide the profession and professionals of applied behavior analysis to a sustainable future based on the experiences of leaders of three U.S. state organizations.

The practice of clinical informed consent in America is governed by over 100 years of case law. Although predominant ethics resources for behavior analysts offer some guidance regarding the provision of clinical informed consent, such guidance remains limited. The goal of this article is thus to expand the contemporary literature on clinical informed consent in behavior analysis by providing a historical and contemporary guide to relevant case law. The article will highlight seminal moments in the history of case law regarding clinical informed consent, discuss their applicability to the process of clinical informed consent in behavior analysis, and provide an enhanced understanding of the ethical and legal obligations related to informed consent in the therapeutic context.

Applied behavior analysis (ABA) is a human service profession using the science of behaviorism to promote meaningful changes in the lives of clients. However, misconceptions, misunderstandings, and false information have plagued our field since its inception and challenge the efficacy of our continued dissemination efforts. Effective science communication skills, especially for fields with a highly technical language such as ABA, promote marked improvements in client outcomes. Herein we introduce LADER, a structured and scaffolded approach to effective professional interactions for behavior analysts. The five components of LADER (listen, ask questions, determine misconceptions, engage, and reflect and evaluate) support analysts in navigating complex and potentially challenging conversations with clients, caregivers, collaborative professionals, and other stakeholders. The experiences and insights of current behavior professionals, and empirical research on effective science communication, underpins the components of LADER. Following a description of LADER, a hypothetical scenario provides readers with a vignette on how to apply LADER in practice.

The New York State Association for Behavior Analysis (NYSABA) is a state chapter of the Association for Behavior Analysis International (ABAI) and an affiliate chapter of the Association for Professional Behavior Analysts (APBA). From early in the history of the organization, NYSABA leadership has included a consumer representative position on the Board of Directors. Historically filled by a parent of an individual receiving applied behavior analysis (ABA) services, this position has proven invaluable to the organization. As described in this article, the consumer representative has not only allowed for important dialogue among individuals we support and professionals but has also had a major impact on public policy around the practice of behavior analysis in this state. NYSABA has worked closely with consumer representation to expand organizational knowledge and to obtain support for efforts related to insurance coverage for behavior analysis services and licensure for behavior analysts. A discussion of these efforts and the impact of this relationship is presented, along with specific action steps that are recommended for any organization seeking to include consumer voices in their leadership.

Evaluating social validity of interventions is paramount to the applied dimension of applied behavior analysis, but in research contexts, social validity is frequently assessed only after an intervention has concluded. The present study sought to evaluate the social validity of a proposed intervention prior to intervention development through qualitative analysis of interviews with stakeholders. We interviewed ten caregivers of children with autism about their experiences and challenges engaging in play with their children. We also solicited their opinions on the proposed components of the intervention, including (1) video models; (2) smart speaker prompts; and (3) feedback and coaching via video chat. Qualitative analysis of the interview transcripts revealed several domains related to caregivers’ experiences, including challenges with social communication, openness to learning skills, and desires to build connections with one’s child. Opinions about the proposed intervention components were largely positive, citing the convenience of using technology to access the mostly asynchronous intervention. Some participants expressed hesitation or discomfort surrounding feedback and coaching via video chat. Participants made several helpful suggestions regarding the content and features of the intervention. We discuss our findings in the context of an interactive social validation process.

Abstract

Children diagnosed with autism spectrum disorder (ASD) are eligible to receive behavioral health services in Michigan, including those based on the principles of applied behavior analysis (ABA). Demand for these specific services far outpaces the number of qualified professionals in the state (Yingling et al., 2022), thus resulting in delayed access to a much-needed service. The purpose of our survey was twofold. First, we surveyed families throughout Michigan (N = 78) to identify the types of barriers encountered and the extent to which families of autistic individuals experience them when pursuing ABA services. Second, our survey assessed the needs of these families during service delays in an attempt to understand how to best support them during this time. Results indicated that 73% of children spent time on a waitlist, varying in duration from 1 month to over 1 year. Further, most caregivers indicated they were concerned about their children’s behavior while awaiting services and would have been interested in training to help them manage behavioral concerns and teach new skills to their children. We conclude by reviewing recommendations for addressing child and caregiver needs during this time and discussing implications for public policy advocacy initiatives.