The Journal of Early and Intensive Behavioral Intervention最新文献

{"title":"Using Visual Phonics as a Strategic Intervention to Increase Literacy Behaviors for Kindergarten Participants At-Risk for Reading Failure.","authors":"Traci M. Cihon, Ralph D. Gardner, Dorothy Morrison, P. Paul","doi":"10.1037/H0100428","DOIUrl":"https://doi.org/10.1037/H0100428","url":null,"abstract":"A primary task of schools is to teach young children to read. Teaching reading is a complex task, further complicated by the fact that this intricate skill is more difficult for some participants to learn than others (Bursuck & Damar, 2007; Moats, 2000). In addition, children enter schools with varying levels of pre-reading skills, thus requiring different levels of instruction. The challenge for teachers of reading is to meet the diverse instructional needs of all children in their classrooms. Once children fall behind in reading, a challenging instructional task becomes even more difficult. Children who are behind in reading at the end of the first grade usually continue to be behind at the fourth grade and throughout their schooling (Francis, Shaywitz, Stuebing, Fletcher, & Shaywitz, 1996; Hall & Moats, 1999; Juel, 1988; McGuinness, 2004, 2005; Stanovich & Siegel, 1994). Consequences for participants who do not learn to read proficiently are often dire. Children who are poor readers are at increased risk for having behavior problems (Walker, Colvin, & Ramsey, 1995; Walker & Severson, 2002), special education placement (Snow, Burns, & Griffin, 1998), and low paying jobs as adults (Chhabra & McCardle, 2004). On the other hand, proficient reading remains the most essential skill required for academic success (Chhabra & McCardle, 2004). The ability to identify those children who need extra assistance can allow teachers to target their instruction to benefit all children. The last decade has seen an intensive effort to identify participants that are at risk or high risk for reading failure and to intervene before they experience failure (Kame'enui et al., 2006). For example, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) (Good, Kaminski, Smith, & Laimon, 2001) has proven to be an effective assessment and predictive tool for early reading success/failure. The DIBELS is an assessment tool that allows teachers to determine if a participant is demonstrating the appropriate level of pre-reading and reading skills for his or her grade level and age. In other words, it answers the question of whether the participant is on target (at benchmark) in prerequisite skills to be a proficient reader at the end of third grade. If the participant is on target then the current instruction should be continued. However, if the participant is not on target that participant should receive additional explicit instruction with the intensity of the intervention based on the degree to which the participant is below benchmark standards. Unfortunately, many teachers do not know what to do with the results of the DIBELS assessment, particularly how to modify instruction or provide more intensive instruction in problem areas. Curriculum-based measures (CBM) are an assessment tool that can be used to supplement DIBELS. CBMs are generally probes of particular performances on skills related to the on-going classroom instruction. We discuss one effective modificatio","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124030498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stimulus Generalization of Parenting Skills during Parent-Child Interaction Therapy.","authors":"Anjali T. Naik-Polan, K. Budd","doi":"10.1037/H0100424","DOIUrl":"https://doi.org/10.1037/H0100424","url":null,"abstract":"Behavioral parent training is a common approach to addressing externalizing behavior, which is among the most frequent and costly reasons for children's referral to mental health settings (Kazdin, 1997). Parent training focuses on promoting positive interactions and reducing misbehavior by teaching parents to rearrange the social contingencies for their children's behavior. Systematic research beginning several decades ago showed the promise of this approach (e.g., Budd, Green, & Baer, 1976; Eyberg & Johnson, 1974; Forehand & King, 1977; O'Dell, 1974; Patterson & Reid, 1973; Wahler, Winkle, Peterson, & Morrison, 1965). Reviews (Eyberg, Nelson, & Boggs, 2008) and meta-analyses (Maughan, Christiansen, Jenson, Olympia, & Clark, 2005; Serketich & Dumas, 1996) of several contemporary behavioral parent training models indicate that using parents as therapists is efficacious in treatment of disruptive child behavior. Although 95% of parents report beneficial changes following parent training (Atkeson & Forehand, 1978), the strongest evidence of treatment effects comes from independent observations of parent-child interactions. The meta-analysis by Maughan and colleagues (2005) found that parent-report data indicate more positive outcomes than data collected through independent observers. Maughan et al. speculated this discrepancy may be due to an expectation bias on the part of parents. Patterson and Forgatch (1995) found that changes in parents' interactions with their children, as independently observed after parent training, were better predictors of children's future adjustment than parent or teacher reports. These findings suggest that behavioral parent training is an effective intervention; however, its effects may not be as robust as parent reports would lead us to believe. The current research focuses on one model, Parent-Child Interaction Therapy (PCIT), with strong empirical support in the treatment of 2- to 7-year-old children (Gallagher, 2003; Thomas & Zimmer-Gembeck, 2007). PCIT is a manualized, individual intervention, which draws from attachment, social learning, and developmental theories (Brinkmeyer & Eyberg, 2003; Eyberg & Robinson, 1982). Treatment proceeds in two phases: Child-Directed Interaction (CDI), in which parents learn to provide positive attention while following their child's lead in play, and Parent-Directed Interaction (PDI), in which parents use positively-stated commands and behavior management strategies to enhance compliance. As the parent and child play, the therapist provides immediate feedback and support, typically via a bug-in-the-ear device from behind a one-way observation mirror, to refine the parent's use of target skills. The transition from CDI to PDI and from PDI to termination is dictated by parental skill acquisition and child behavior change, as measured by a set of standardized assessment tools. Studies have demonstrated PCIT's effectiveness both immediately following treatment and at follow-up (e.g., ","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134646487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Intrinsic and Extrinsic Factors in Infant Night Waking.","authors":"K. Karraker","doi":"10.1037/H0100426","DOIUrl":"https://doi.org/10.1037/H0100426","url":null,"abstract":"Parents of young infants are faced with a number of adjustments and challenges. In particular, during the first few weeks or months following birth, infants require feeding at regular intervals throughout the day and night. Infants signal their need to be fed by crying, and thus the nighttime sleep of parents is frequently disrupted by the cry signal and the need to awaken to feed the infant, change the infant's diaper, and soothe the infant back to sleep. Most parents know to expect these interruptions to their sleep during early infancy, and many mothers and some fathers are able to devote full time to the many demands of caring for a young infant by foregoing employment or taking maternity or paternity leave from their jobs. By 3-4 months, however, most infants no longer physiologically require night feedings, and most infants have adapted to a daily rhythm in which they sleep more at night than during the day. Although essentially all infants continue to awaken at night at 3 months, about half of them are able to return to sleep without signaling and without parental intervention (Karraker & Cottrell, 2000). The other half signal to their parents when they awaken, and often require feeding, rocking, and other parental assistance to return to sleep. These signaled night awakenings continue throughout the first year and beyond for a significant proportion of infants, and some infants who begin to \"sleep through the night\" (meaning that they do not signal to their parents following an awakening) at some point in early infancy return to a pattern of signaled night waking around 9 months. These signaled night waking behaviors (henceforth referred to simply as \"night waking\") beyond the first few months of infancy are the focus of the present discussion. They are of concern to parents and practitioners primarily because of their impact on parents. Parents whose sleep is frequently shortened and fragmented experience substantial sleep deprivation, which can cause daytime fatigue, irritability, motor and cognitive deficits, impaired decision making, and lack of motivation (Dement, 1999; Pilcher & Huffcutt, 1996). It has been estimated that parents of infants lose an average of 2 hours of sleep per night from birth to 5 months, and 1 hour of sleep per night from 6 to 24 months (Dement, 1999). Sadeh and Anders (1993) also report that infant sleep difficulties are the most common concern parents report to pediatricians at well-baby visits. The present paper addresses what is known about infants' night waking, with a focus on the role of environmental causes and correlates of individual differences in this behavior. To provide context, the discussion begins with a review of the normative developmental course of infant night waking, followed by a description of the effects of sleep deprivation on adults. Then, factors associated with individual differences in the frequency of night waking are described. Both intrinsic factors (characteristics of infants) ","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125343787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parenting Characteristics Associated with Anxiety and Depression: A Multivariate Approach.","authors":"Karla Anhalt, T. Morris","doi":"10.1037/H0100427","DOIUrl":"https://doi.org/10.1037/H0100427","url":null,"abstract":"Recent reports on the prevalence and course of internalizing disorders in youth underscore the need for further research to understand their etiology and treatment. Although transient experiences of fear, worry, and anxiety characterize typical development, a number of children and adolescents experience severe symptoms that lead to impairment in daily functioning (Albano, Chorpita, & Barlow, 2003). Approximately 20% of children and adolescents are affected by pediatric anxiety disorders at some point in their development and symptoms may persist into adulthood (Vasa & Pine, 2004). The prevalence of unipolar depression among children and adolescents has been reported to be 5% and 10 to 15% of youth experience symptoms of depression before adulthood (U.S. Department of Health and Human Services [DHHS], 1999). Children and adolescents diagnosed with major depressive disorder have a 72% cumulative risk of a new episode within five years (Kovacs et al., 1984). Given these facts, it is important to understand the etiology of depression and anxiety in children and adolescents so that effective interventions can be implemented. Research regarding the etiology of depression and anxiety is scarce. This is particularly the case for psychosocial factors that may be associated with later diagnoses of mood and anxiety disorders. Although there has been an increase in treatment outcome research for youth with internalizing problems, a better understanding of the etiology of these concerns could facilitate the development of comprehensive interventions. The scientific community has widely accepted the notion that both biological predispositions and environmental variables are likely related to the emergence of anxiety and depression (DHHS, 1999). Environmental factors that have been identified as potential contributors to depression and anxiety include acute and chronic stressors, modeling, specific conditioning episodes, and childrearing patterns (Morris & March, 2004; Rapee, 1997; Wood, McLeod, Sigman, Hwang, & Chu, 2003). Childrearing factors that have been examined in previous studies include parenting style, perceived attachment, encouragement of family sociability, and parental concern with others' opinions. Parental care, responsiveness, and warmth constitute one dimension of parenting style that has been evaluated. Another dimension of parenting style focuses on parental control and protection (Wood et al., 2003). With regard to social anxiety, retrospective studies have found that persons with social phobia recall their parents as lacking in emotional warmth and being rejecting and overprotective (Arrindell, Emmelkamp, Monsma, & Brilman, 1983; Arrindell, et al., 1989). Associations between parenting style and trait anxiety and depression also have been documented. Specifically, people who reported high levels of trait anxiety and depression perceived that their mothers provided them with low levels of care and were overprotective (Parker, 1979; Parker,","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114777840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Families of Children with Disabilities: A Review of Literature and Recommendations for Interventions.","authors":"S. Neely-Barnes, D. A. Dia","doi":"10.1037/H0100425","DOIUrl":"https://doi.org/10.1037/H0100425","url":null,"abstract":"Families are a critical source of support for children with disabilities. Family members absorb the added demands on time, emotional resources, and financial resources (Baker-Ericzen, Brookman-Frazee, & Stahmer, 2005) that are associated with having a child with a disability. Yet, rewards from having a family member with a disability, such as personal and spiritual growth, have also been noted (Scorgie & Sobsey, 2002). The literature on disability in early childhood encompasses studies of a broad array of diagnoses. While a few diagnosis-specific differences exist, Stein and Jessop (1989) found that caregivers of children with all chronic conditions experience similar impacts, concerns, and needs for support. Thus, this paper will examine family impacts and approaches to intervention across a broad range of disabilities and developmental delays building on the assumption that these diagnoses affect families in similar ways. An extensive amount of research has been conducted on the impact of childhood disability on parents, particularly mothers. The findings of this research have important implications for practitioners who are working with young children and will be discussed below. While parents are the most common type of caregivers for young children with disabilities, there are a growing number of grandparents who are providing custodial care. The literature on custodial grand parenting is not as extensive, yet this population has some unique needs and it is important for practitioners to be aware of these. In addition, there is a growing recognition that families who care for children with disabilities differ cross-culturally. As our society is becoming increasingly diverse, it is important for practitioners to be aware that culture impacts the ways in which families perceive childhood disability. Although much has been written on issues affecting family caregivers, we know of no other paper that has attempted to synthesize this literature and speak to the implications for clinicians working in early intervention. This paper begins with a review of the literature on parents; proceeds to a discussion of issues affecting custodial grandparents; gives special emphasis to the ways in which families differ across culture; and finally, discusses the emerging ideas in intervention that are relevant for these varied types of family caregivers. PARENTS The view that having a child with an intellectual or developmental disability creates negative family outcomes including added stress and parental depression has underpinned much of the research of the past three decades (see Baxter, Cummins, & Yiolitis, 2000; Hayden & Goldman, 1996 for a review). Yet, research on this subject has suggested varying outcomes for families. In support of the view that disability leads to negative outcomes, a couple of comparative studies have noted greater stress in parents of children with disabilities than parents of children without disabilities (Baker-Ericzen, Brookma","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132219419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards an Understanding of Evidence-Based Practice.","authors":"Florence D. DiGennaro Reed, Derek D. Reed","doi":"10.1037/H0100416","DOIUrl":"https://doi.org/10.1037/H0100416","url":null,"abstract":"The past two decades have seen a rise in the use of the term \"evidence-based practice'\" and a simultaneous increase in the variations in its definition and evaluation. Some of the variability may be attributed to differing, but related, conceptualizations of what constitutes an evidence-based practice across disciplines. Review of the literature reveals that a wide variety of professions and professional organizations are wrestling with this topic area. Such disciplines include, but are not limited to, medicine, clinical psychology, school psychology, counseling, behavior analysis, education, and nursing (Kazdin, 2006). Using our backgrounds as an example, it is clear that we--like many of the readers of Journal of Early Intensive Behavior Intervention--have training and experience that involves numerous disciplines. Specifically, we both received training in experimental psychology before entering a school psychology doctoral program where we were intertwined in both regular and special education. We were fortunate to receive additional training in a clinical psychology internship and have worked in early intervention settings, school-aged programs, and with adults receiving residential services. In addition, we are also Board Certified Behavior Analysts. Thus, for demonstration purposes, we focused our attention to our governing organizations for insight and clarification regarding evidence-based practices. The National Association of School Psychologists' (NASP) Professional Conduct Manual states that school psychologists are expected to engage in services which are \"delivered following the completion of a strategic planning process based on the needs of the consumers and an empirically supported program evaluation model\" (NASP, 2000, pg. 51). Moreover, federal regulations now mandate the use of \"scientifically based research\" in the selection and design of instructional strategies (Individuals with Disabilities Education Improvement Act of 2004; No Child Left Behind Act of 2001). The American Psychological Association (APA) Presidential Task Force on Evidence-Based Practice--which evolved from an APA Division 12 (Clinical Psychology) Task Force--defines evidence-based practice in its position paper as \"the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences\" (APA, 2006, p. 273). Finally, as Board Certified Behavior Analysts, we operate under the Behavior Analyst Certification Board Guidelines for Responsible Conduct for Behavior Analysts which explicitly states that a behavior analyst \"has the responsibility to recommend scientifically supported most effective treatment procedures. Effective treatment procedures have been validated as having both long-term and short-term benefits to clients and society\" (BACB, 2004, Section 2.09a). Although these guidelines may imply a united front across disciplines with regards to an interest in utilizing treatments that \"wor","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114886382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IDEIA and the Means to Change Behavior Should Be Enough: Growing Support for Using Applied Behavior Analysis in the Classroom.","authors":"Christopher L. Bloh, S. Axelrod","doi":"10.1037/H0100419","DOIUrl":"https://doi.org/10.1037/H0100419","url":null,"abstract":"What teachers and students do can be understood. By analyzing the classroom, teachers can make themselves more organized and more responsible so that they can encounter fewer disappointments (Heward & Wood, 2003). This available method by which the environment can be analyzed to understand behavior is called Applied Behavior Analysis (ABA). ABA is a scientific approach for discovering environmental variables that reliably influence socially significant behaviors and developing technology of behavior change that takes practical advantage of those discoveries (Cooper, Heron, & Heward, 2007). Practitioners of ABA are guided by five documents regarding ethical behavior: Ethical Principles of Psychologists and Code of Conduct (American Psychological Association, 2002), The Right to Effective Behavioral Treatment (Association for Behavior Analysis, 1989), The Right to Effective Education (Association for Behavior Analysis, 1990), Guidelines for Responsible Conduct for Behavior Analysts (Behavior Analyst Certification Board, 2001), and the Behavior AnalystTask List (Behavior Analyst Certification Board, 2005). Referring to these documents for guidance, behavior analysts can best answer three questions related to their service (Cooper et al., 2007): What is the right thing to do, what is worth doing, and what does it mean to be a good practitioner? By adhering to these guidelines, practitioners will have a ready source of reliable, accurate, and valid data to inform educational decision making. The methods of ABA have successfully served the public in a wide variety of areas. These areas include education (Dardig et al., 2005), health and exercise (De Luca & Holborn, 1992), language acquisition (Barbera & Kubina, 2005), AIDS prevention (DeVries, Burnette, & Redmon, 1991), and parenting (Kuhn, Lerman, & Vorndran, 2003). Several successful and popular methods using ABA principles in the classroom are Direct Instruction (Adams & Englemann, 1997; Englemann & Carnine, 1991), school-wide positive behavioral support (Tobin, Lewis-Palmer, & Sugai, 2001), curriculum based measurement, and curriculum matching (Hale et al., 2007). While treatment for autism is currently a popular area of research (Borrero & Borrero, 2008; Jerome, Frantino, & Sturmey, 2007), ABA methods have been established as effective for reducing target behaviors displayed by individuals with disabilities as well as non-disabled individuals (Didden, Duker, & Korzilius, 1997; Weisz, Weiss, Han, Granger, & Morton, 1995). Despite over 40 years of data supporting the effectiveness of behavior analytic methods, misconceptions and opposition remain. Opponents of ABA often attack the use of sequenced, structured instruction as compromising the intellectual development of the learner (Kim & Axelrod, 2005). Contrasting existing views in education and psychology, ABA seeks to identify present environmental contingencies that determine behavior rather than conform to mentalistic explanations of behavior. F","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115265894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching complex social skills to children with autism; advances of video modeling","authors":"Christos K. Nikopoulos, P. Nikopoulou-Smyrni","doi":"10.1037/H0100417","DOIUrl":"https://doi.org/10.1037/H0100417","url":null,"abstract":"Although there has been a corresponding explosion of literature regarding the treatment of the social deficits in autism, the establishment of more complex social behaviors still remains a challenge. Video modeling appears as one approach to have the potential to successfully address this challenge. Following an introduction to modeling that constitutes the basis of this procedure, the current paper explores those video modeling studies that have targeted the promotion of complex social skills. It is suggested that this approach could be an effective addition to peer-mediated treatment procedures, especially for children with autism who cannot always be in environments where peers are present. Further, the likely success of video modeling seems to be dependent upon the prior elimination of behaviors that interfere with the development of imitation skills.","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121874476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Licensing of Behavior Analysts: Protecting the Profession and the Public.","authors":"D. Hassert, Amanda N. Kelly, Joshua K. Pritchard, Joseph D. Cautilli","doi":"10.1037/H0100415","DOIUrl":"https://doi.org/10.1037/H0100415","url":null,"abstract":"HISTORICAL CONTEXT AND CURRENT CONCERNS The need for states to regulate the practice of behavior analysis and for behavior analysis in turn to become a recognized applied discipline is a growing issue (see Cautilli & Dziewolska, 2008). While behavior analysis is an independent academic discipline having its own training programs, offering degrees at the master's and doctoral levels, these programs are often not tailored to prepare the graduate for licensure in existing mental and behavioral health professions, such as counseling, marriage and family therapy, or clinical psychology. There are manifold reasons for this. One of the major historical reasons is that the behavioral model of human development originated outside of the field of psychology at the University of Kansas in the Family Life Department located in the department of home economics (Baer, 1993), which placed it outside of psychology and opened its training programs to greater focus on behavioral intervention, while focusing less on other aspects of psychological knowledge. Another historical factor that remains powerfully influential is that behaviorism was and still is viewed as a dead area by many in both academic and clinical psychology. The \"cognitive revolution\" in academia (1) (see Robinson-Riegler & Robinson-Riegler, 2003) and the prevalence of psychoanalytic and humanistic models--as well as the incorporation of some New Age ideas--in the clinical realm can be viewed as contributing factors (see Dawes, 1994; Lilienfeld, Lynn, & Lohr, 2003). Indeed, some academic institutions effectively expelled behaviorists from psychology departments (for one battle see Wyatt, 1991). In spite of psychology's relative neglect of behavior analysis, the field of behavior analysis has made significant contributions to many areas of human treatment, including neurological rehabilitation (Wood, 1987), developmental disorders such as autism (Mental Health: A Report of the Surgeon General, 1999), and behavioral elements of psychiatric disorders (Salzinger, 1998). A burgeoning area of interest in which applied behavior analysis has shown success is crime reduction, which places behavior analysis as a sought after service in the now growing field of community re-entry. Overall, behavioral programs based on the operant and respondent conditioning procedures of behavior analysis have been shown to lead to a 13-20% reduction in criminal recidivism (Redondo-Illescas, Sanchez-Meca, & Garrido-Genoves, 2001). While this is modest by intervention standards in other areas, these numbers taken across the entire prison population represent a substantial reduction in criminal activity and a substantial reduction in the pain brought by crime to victims and their family members, as well as the family members of offenders. Studies have shown that behavior modification/analysis procedures can reduce criminal activity of those with ADHD by as much as 50% (see Satterfield & Schell, 1997; Satterfield, Satterfield, &","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126486923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Cost of Fad Treatments in Autism.","authors":"Thomas Zane, Cheryl J. Davis, Mary L. Rosswurm","doi":"10.1037/H0100418","DOIUrl":"https://doi.org/10.1037/H0100418","url":null,"abstract":"When considering interventions for autism, there is agreement on the importance of proof that a treatment is actually effective; that is, it actually produces positive gains in skills of the person with autism. Most behavior analysts and treatment providers adhere to a standard of \"effectiveness\" that incorporates objective measurement using an experimental design that is implemented with adequate control over validity threats and other potential confounding variables. Thus, consumers should expect that treatment providers have some objective evidence to support claims of treatment effectiveness. This \"empirical frame of reference\" for judging effectiveness is supported by many committed to autism treatment. For example, the Organization for Autism Research (2008) advocates dissemination of the current state of the \"Science\" in autism research. The Autism Society of America (2008) lists several guidelines, one of which is, \"has the treatment been validated scientifically?\" Even the federal education law requires that teachers use \"scientifically-based practice\" when working with children, both typical and those with special needs. Specifically, what are criteria for valid evidence of effectiveness? An important publication addressing these criteria was the New York State Department of Health (DOH) Clinical Practice Guidelines (1999). The DOH formed a panel of professionals and parents that developed criteria for what constituted quality research evidence for treatment effectiveness. Included in these criteria were: (a) use of experimental design, (b) controls for bias, and (c) multiple studies done by multiple investigators. The guidelines exerted a major influence on the shaping of evidenced-based practice in the early intervention of autism. In addition, Newsom and Hovanitz (2005) presented a compelling list of characteristics that would be part of any criteria. They argued that any test of treatment effectiveness must meet several standards of quality, including that: (a) terms must be operationally defined, (b) reliability of measurement must be assured, and (c) the treatment in question must be tested using experimental procedures (e.g., identification of independent and dependent variables, controlling for internal validity threats, etc.). Similar criteria were identified by Chambless, Baker, Baucom, Beutler, Calhoun, Crits-Christoph, et al. (1998) who proposed criteria that must be met by treatments used by clinical psychologist for those treatments to be considered effective. These criteria included: (a) a number of within-subject design experiments with more than nine subjects, (b) treatment manuals must exist specifying the details of the treatment methodology, (c) same effects demonstrated by at least two different researchers, and (d) subject characteristics must be detailed. Therefore, there is substantial body of criteria for research that can be considered well controlled and whose results then can be judged to be most believable (","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132114923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}