Behavior Analysis in Practice最新文献

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.

Abstract

Promoting excellence in autism intervention is arguably more urgent than ever for the field of applied behavior analysis. To fulfill this objective, autism agencies must operate from validated program systems and do so with fidelity. Program components include, but are not limited to, staff training and evaluation of clinical skills, functional personnel roles designed to promote positive outcomes for those served, and professional staff-communication-skill repertoires. Data on client outcomes must be tied to implementation of core program variables; and, contingencies between the data on client outcomes and staff performance must exist. Furthermore, these contingencies must be yoked across members of the organization to ensure a sustainable and effective program model. Finally, data on consumer satisfaction must be collected and used to evaluate program components and agency practices. Members of the Alliance for Scientific Autism Intervention have implemented key program-wide systems based upon the work of McClannahan and Krantz Journal of Applied Behavior Analysis, 26, 589–596 (1993) for decades and across various agency cultures. Data collected by six independent educational agencies on client outcomes, program implementation, and consumer feedback for a 10-year time span demonstrate the sustainability of the model and support the importance of key organizational systems and the relationship between implementation of the model and high-quality outcomes for individuals with autism.

Behavior-analytic toilet training (BATT) methods to support urine continence have been reviewed and replicated in numerous studies. Despite empirical validations of BATT, children with disabilities may not experience successful toilet training nor access the associated health and social benefits of urinary continence. It is possible these outcomes are partially due to practical barriers that arise throughout urine training. In practice, barriers may interfere with toilet training to the extent that training is postponed or discontinued, resulting in long-term incontinence and other related problems. Examples of barriers include problem behavior, excessive urine retention, recurrent accidents, and excessive or insufficient independent self-initiations to toilet. Researchers have sometimes described strategies to address these types of barriers. However, practitioners may not be aware of these strategies because they are secondary to the purpose of an investigation and may only apply to a subset of participants. The purpose of this review article is to synthesize the collection of barrier solutions described in published research on urine training for children with developmental disabilities. Results may assist practitioners in modifying BATT according to an evidence-based practice framework until their clients overcome barriers to achieve urine continence.