Behavior Analysis in Practice最新文献_第3页

Using a Group Stimulus Preference Assessment to Design an Effective Group Contingency. 利用群体刺激偏好评估设计有效的群体权变。

IF 2.1

Behavior Analysis in Practice Pub Date : 2024-10-17 eCollection Date: 2024-12-01 DOI: 10.1007/s40617-024-01003-2

Amber S E Fluharty, Lauren M LeJeune, Mark D Samudre

{"title":"Using a Group Stimulus Preference Assessment to Design an Effective Group Contingency.","authors":"Amber S E Fluharty, Lauren M LeJeune, Mark D Samudre","doi":"10.1007/s40617-024-01003-2","DOIUrl":"10.1007/s40617-024-01003-2","url":null,"abstract":"The purpose of this study was to extend the limited research on group stimulus preference assessment (SPA) procedures. The study occurred in two sections of a middle school special education classroom and included 20 students with multi-categorical disabilities. A paired stimulus group SPA was used to identify a preference hierarchy for each class, and results were validated using single case designs in which baseline conditions were compared to group contingency conditions with alternating sessions of the highest-preferred (high-p) and lowest-preferred (low-p) consequences. Both group contingency conditions increased the percentage of students prepared for class relative to baseline; however, consistently higher levels of students were prepared for class during high-p sessions. Student responses on a daily quiz were similar in both conditions, but social validity surveys indicated students felt the most motivation and enjoyment during high-p sessions.Supplementary information: The online version contains supplementary material available at 10.1007/s40617-024-01003-2.","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"17 4","pages":"1008-1022"},"PeriodicalIF":2.1,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11707153/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Preliminary Analysis of a Prosocial Intervention to Support Teachers and Staff Implementing Behavioral Interventions in a Specialized School Setting. 亲社会干预对支持特殊学校师生实施行为干预的初步分析。

IF 2.1

Behavior Analysis in Practice Pub Date : 2024-10-17 eCollection Date: 2024-12-01 DOI: 10.1007/s40617-024-01005-0

Dana Paliliunas, Raymond Burke, Steve Taylor, Jordan Belisle, Chynna Frizell, Elana Sickman

引用次数: 0

Navigating Collaboration: Factors Influencing Special Education Teachers' Relationships with BCBAs in Diverse School Contexts. 引导合作：不同学校背景下特殊教育教师与bcba关系的影响因素。

IF 2.1

Behavior Analysis in Practice Pub Date : 2024-10-17 eCollection Date: 2024-12-01 DOI: 10.1007/s40617-024-01009-w

Megan Squires, Elizabeth A Cutrer-Párraga, Jared R Morris, Erica Ellsworth Miller, Blake D Hansen

{"title":"Navigating Collaboration: Factors Influencing Special Education Teachers' Relationships with BCBAs in Diverse School Contexts.","authors":"Megan Squires, Elizabeth A Cutrer-Párraga, Jared R Morris, Erica Ellsworth Miller, Blake D Hansen","doi":"10.1007/s40617-024-01009-w","DOIUrl":"10.1007/s40617-024-01009-w","url":null,"abstract":"This Multiperspectival Interpretative Phenomenological Analysis (MIPA) delves into the nuanced experiences of 20 special education teachers across severe, mild to moderate, and early childhood backgrounds collaborating with Board Certified Behavior Analysts (BCBAs) in school settings. While identifying facilitators and barriers to this collaboration, the study sheds light on factors that contribute to a breakdown in rapport between teachers and BCBAs. Notable challenges include perceived condescension, feelings of blame for intervention shortcomings, and receiving recommendations deemed non-feasible or impractical. Despite these hurdles, special education teachers acknowledge the expertise of BCBAs and value their contributions. The study underscores the imperative for enhanced collaboration, communication, and mutual understanding between BCBAs and special education teachers to effectively support students exhibiting challenging behaviors in diverse school settings. Recommendations include BCBAs incorporating teacher-focused measures of social validity to foster a more collaborative and supportive partnership and tailoring BCBA training to address specific challenges encountered within educational settings.","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"17 4","pages":"1033-1049"},"PeriodicalIF":2.1,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11706814/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding and Reacting to Relapse: Considerations for Practitioners. 理解和应对复发：从业者的考虑。

IF 2.1

Behavior Analysis in Practice Pub Date : 2024-10-15 eCollection Date: 2025-03-01 DOI: 10.1007/s40617-024-00997-z

Jennifer A Neely, Clare J Liddon, Ryan T Kimball, Ashley M Fuhrman, Amber L Valentino

{"title":"Understanding and Reacting to Relapse: Considerations for Practitioners.","authors":"Jennifer A Neely, Clare J Liddon, Ryan T Kimball, Ashley M Fuhrman, Amber L Valentino","doi":"10.1007/s40617-024-00997-z","DOIUrl":"10.1007/s40617-024-00997-z","url":null,"abstract":"Severe challenging behaviors, such as aggression and self-injurious behavior, have a high comorbidity with autism spectrum disorder (ASD; Hill et al., 2014; Soke et al., 2016). Although we have effective assessment and treatment procedures for severe challenging behavior, the relapse of severe challenging behavior following effective treatment is highly prevalent (Briggs et al., 2018; Falligant et al., 2022; Haney et al., 2022; Muething et al., 2021). Effective in 2025, the Board Certified Behavior Analyst (BACB) Test Content Outline (TCO; 6th ed.) includes a task-item requirement for Board Certified Behavior Analysts to plan for and attempt to mitigate possible relapse (BACB, 2022). Thus, it is important for practitioners to understand the variables that impact relapse of severe challenging behavior, and it is critical that they have access to tools to help them in preparing for and reacting to relapse in practice. The purpose of the current paper is to provide (a) a consumable framework on relapse for practitioners and (b) considerations for practitioners on managing relapse when it occurs.","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"18 1","pages":"34-55"},"PeriodicalIF":2.1,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11904057/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond Trial Counts: Considerations for Measuring Play and Engagement During Early Intervention for Autistic Children. 超越试验计数：在自闭症儿童早期干预中测量游戏和参与的考虑。

IF 2.1

Behavior Analysis in Practice Pub Date : 2024-10-11 eCollection Date: 2024-12-01 DOI: 10.1007/s40617-024-01002-3

Tracy J Raulston, Ciara L Ousley, Emily M Hinton, Andrea M Ramirez

{"title":"Beyond Trial Counts: Considerations for Measuring Play and Engagement During Early Intervention for Autistic Children.","authors":"Tracy J Raulston, Ciara L Ousley, Emily M Hinton, Andrea M Ramirez","doi":"10.1007/s40617-024-01002-3","DOIUrl":"10.1007/s40617-024-01002-3","url":null,"abstract":"Play is critical to child development. In early childhood, object play evolves from exploratory behavior to complex symbolic play. Engagement during play, particularly joint engagement, is essential for learning and social interaction. Board Certified Behavior Analysts® (BCBAs) who provide early intervention services to young autistic children may experience barriers when designing programming and data collection systems for play and engagement. In this paper, we compare Naturalistic Developmental Behavioral Intervention (NDBI) and Natural Environment Teaching (NET) approaches. Considerations for measuring object play and engagement during naturalistic play routines are presented. We encourage BCBAs to consider simple frequency counts when measuring object play actions and interval recording or rating scales for tracking engagement states. These methods may better accommodate the variability in play and engagement behavior, allow for more flexible play routines, and support a more nuanced analysis of child progress.","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"17 4","pages":"1216-1227"},"PeriodicalIF":2.1,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11707208/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Still Left Behind: How Behavior Analysts Can Improve Children's Access, Equity, and Inclusion to Their Entitled Education. 《仍然落后：行为分析家如何改善儿童获得教育的机会、公平和包容》。

IF 2.1

Behavior Analysis in Practice Pub Date : 2024-10-10 eCollection Date: 2025-06-01 DOI: 10.1007/s40617-024-00992-4

Bradley Stevenson, Keri Bethune, Rita Gardner

引用次数: 0

Evaluating the Effects of Compound Stimuli on Stimulus Control during Match-to-Sample Procedures. 评估匹配-样本过程中复合刺激对刺激控制的影响。

IF 2.1

Behavior Analysis in Practice Pub Date : 2024-10-07 eCollection Date: 2024-12-01 DOI: 10.1007/s40617-024-00990-6

Hannah C Grey, Cody Morris, Jesse Perrin, Jacob P Oliveira

引用次数: 0

Functional Analysis and Treatment of Hoarding in a Child with Autism Spectrum Disorder. 自闭症谱系障碍儿童囤积的功能分析与治疗。

IF 1.7

Behavior Analysis in Practice Pub Date : 2024-09-30 eCollection Date: 2025-03-01 DOI: 10.1007/s40617-024-00967-5

Heather Sheen, Tricia Vause, Nicole Neil, Brianna M Anderson, Maurice A Feldman

{"title":"Functional Analysis and Treatment of Hoarding in a Child with Autism Spectrum Disorder.","authors":"Heather Sheen, Tricia Vause, Nicole Neil, Brianna M Anderson, Maurice A Feldman","doi":"10.1007/s40617-024-00967-5","DOIUrl":"10.1007/s40617-024-00967-5","url":null,"abstract":"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.","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"18 1","pages":"168-178"},"PeriodicalIF":1.7,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11904017/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Facilitating Greater Understanding of Trauma-Informed Care in Applied Behavior Analysis: An Introduction to the Special Issue. 促进更深入地了解应用行为分析中的创伤知情护理：特刊简介。

IF 1.7

Behavior Analysis in Practice Pub Date : 2024-09-20 eCollection Date: 2024-09-01 DOI: 10.1007/s40617-024-00988-0

Jennifer L Austin, Adithyan Rajaraman, Lauren Beaulieu

{"title":"Facilitating Greater Understanding of Trauma-Informed Care in Applied Behavior Analysis: An Introduction to the Special Issue.","authors":"Jennifer L Austin, Adithyan Rajaraman, Lauren Beaulieu","doi":"10.1007/s40617-024-00988-0","DOIUrl":"10.1007/s40617-024-00988-0","url":null,"abstract":"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.","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"17 3","pages":"669-678"},"PeriodicalIF":1.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11461371/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142401608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Tutorial on Indicating Responses and Their Importance in Mand Training. 指示反应教程及其在指挥训练中的重要性。

IF 1.7

Behavior Analysis in Practice Pub Date : 2024-09-19 eCollection Date: 2024-12-01 DOI: 10.1007/s40617-024-00965-7

Sarah E Frampton, Judah B Axe, Caleb R Davis, Olga Meleshkevich, Mei-Hua Li

{"title":"A Tutorial on Indicating Responses and Their Importance in Mand Training.","authors":"Sarah E Frampton, Judah B Axe, Caleb R Davis, Olga Meleshkevich, Mei-Hua Li","doi":"10.1007/s40617-024-00965-7","DOIUrl":"10.1007/s40617-024-00965-7","url":null,"abstract":"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.","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"17 4","pages":"1238-1249"},"PeriodicalIF":1.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11707099/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0