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Behavior Analysis in Practice最新文献

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Implementing a Picture Prompt and Proximity Intervention in a Classroom with an Adult Learner: A Case Study 在有成人学习者的课堂上实施图片提示和近距离干预：案例研究
IF 2.2
Behavior Analysis in Practice Pub Date : 2024-03-06 DOI: 10.1007/s40617-024-00924-2
Todd Haydon, Christina Carnahan
{"title":"Implementing a Picture Prompt and Proximity Intervention in a Classroom with an Adult Learner: A Case Study","authors":"Todd Haydon, Christina Carnahan","doi":"10.1007/s40617-024-00924-2","DOIUrl":"https://doi.org/10.1007/s40617-024-00924-2","url":null,"abstract":"<p>The current case study investigated the use of a picture prompt and teacher proximity with an adult learner with significant disabilities during a postsecondary classroom management class and generalization setting. Results indicated that the learner had a higher percentage of intervals of on-task behavior during intervention than baseline. Teacher and learner satisfaction ratings suggested that the intervention was an acceptable strategy. A discussion of study limitations, implications, and future research directions are included.</p><p>• A simple low tech instructional strategy can improve student on-task behavior.</p><p>• Teachers can use an antecedent strategy to improve student behavior.</p><p>• Strategies used in K–12 environments may work in higher education settings.</p><p>• Successful applied behavior analysis strategies help include students in group participation.</p>","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"23 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140044312","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}
引用次数: 0
Behavior Analysis in Venezuela: An Unrecognized Legacy 委内瑞拉的行为分析：未被认可的遗产
IF 2.2
Behavior Analysis in Practice Pub Date : 2024-03-06 DOI: 10.1007/s40617-024-00919-z
{"title":"Behavior Analysis in Venezuela: An Unrecognized Legacy","authors":"","doi":"10.1007/s40617-024-00919-z","DOIUrl":"https://doi.org/10.1007/s40617-024-00919-z","url":null,"abstract":"<h3>Abstract</h3> <p>Several prior publications have described the development of the field of behavior analysis in Latin American countries, such as Brazil, Colombia, and Mexico. Despite there being a similarly strong tradition of behavior analytic training and research in Venezuela, little has been written and disseminated about this history in international outlets. The purpose of this article was to document the history of behavior analysis in Venezuela using historiographic methods and interviewing members of the behavior analytic community in Venezuela. By analyzing and synthesizing these various sources, we describe the historical and cultural context in which behavior analytic laboratories and training programs were established, the influence of international scholars, the work of Venezuelan professors and students highlighting important women, the height of scholarly productivity, and the current state of the field. In this article, we explore the impact of environmental variables, such as the sociopolitical context and funding availability on the behavior analytic training and research in Venezuela.</p>","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"36 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140043984","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}
引用次数: 0
A Practitioner’s Guide to Measuring Procedural Fidelity 衡量程序真实性的实践者指南
IF 2.2
Behavior Analysis in Practice Pub Date : 2024-02-15 DOI: 10.1007/s40617-024-00910-8
Cody Morris, Stephanie H. Jones, Jacob P. Oliveira
{"title":"A Practitioner’s Guide to Measuring Procedural Fidelity","authors":"Cody Morris, Stephanie H. Jones, Jacob P. Oliveira","doi":"10.1007/s40617-024-00910-8","DOIUrl":"https://doi.org/10.1007/s40617-024-00910-8","url":null,"abstract":"<p>Ensuring high levels of procedural fidelity during behavior-analytic interventions is a crucial component of providing effective behavior-analytic services. However, few resources are available to help guide practitioners through measuring procedural fidelity. In fact, most published behavior-analytic research on procedural fidelity analyzes a single treatment procedure, which might not completely reflect the process of monitoring and addressing the procedural fidelity of a robust treatment package that might be necessary in clinical settings. The purpose of this article is to guide behavior analysts through the process of creating and using procedural fidelity measurement systems, with a focus on direct observation of implementation as a means of fidelity data collection. This process consists of six steps: (1) task analyze treatment procedures into measurable units; (2) assign measures to each treatment component; (3) plan the direct observation; (4) collect procedural fidelity data; (5) analyze and interpret procedural fidelity data; and (6) take action to improve procedural fidelity. Each step is described and discussed in the article.</p>","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"37 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139758700","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}
引用次数: 0
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
Behavior Analysis in Practice Pub Date : 2024-02-08 DOI: 10.1007/s40617-024-00909-1
{"title":"The Development of a Behavior Plan Quality Assurance Instrument in a Publicly Funded System of Care","authors":"","doi":"10.1007/s40617-024-00909-1","DOIUrl":"https://doi.org/10.1007/s40617-024-00909-1","url":null,"abstract":"<h3>Abstract</h3> <p>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.</p>","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"184 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139758260","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}
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
Behavior Analysis in Practice Pub Date : 2024-02-06 DOI: 10.1007/s40617-023-00903-z
Catia Cividini-Motta, Cynthia Livingston, Hannah Efaw
{"title":"Systematic Review of Differential Reinforcement in Skill Acquisition","authors":"Catia Cividini-Motta, Cynthia Livingston, Hannah Efaw","doi":"10.1007/s40617-023-00903-z","DOIUrl":"https://doi.org/10.1007/s40617-023-00903-z","url":null,"abstract":"<p>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.</p>","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"11 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139758656","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}
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
Behavior Analysis in Practice Pub Date : 2024-02-05 DOI: 10.1007/s40617-024-00908-2
Vincent J. LaMarca, Jennifer M. LaMarca
{"title":"Using the ADDIE Model of Instructional Design to Create Programming for Comprehensive ABA Treatment","authors":"Vincent J. LaMarca, Jennifer M. LaMarca","doi":"10.1007/s40617-024-00908-2","DOIUrl":"https://doi.org/10.1007/s40617-024-00908-2","url":null,"abstract":"<p>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.</p>","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"254 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139758541","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}
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
Behavior Analysis in Practice Pub Date : 2024-01-30 DOI: 10.1007/s40617-024-00912-6
Faris R. Kronfli, Timothy R. Vollmer, Garret O. Hack, Garrit D. DuBois
{"title":"Optimizing Learning Outcomes when Teaching Sight Words using Fruits and Vegetables as Reinforcers","authors":"Faris R. Kronfli, Timothy R. Vollmer, Garret O. Hack, Garrit D. DuBois","doi":"10.1007/s40617-024-00912-6","DOIUrl":"https://doi.org/10.1007/s40617-024-00912-6","url":null,"abstract":"<p>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.</p>","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"142 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139589412","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}
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
Behavior Analysis in Practice Pub Date : 2024-01-29 DOI: 10.1007/s40617-024-00906-4
Molli M. Luke, Peter Dams, Sarah N. Lichtenberger
{"title":"Improving Human-Service Organizations through Process Mapping: A Tutorial for Practitioners","authors":"Molli M. Luke, Peter Dams, Sarah N. Lichtenberger","doi":"10.1007/s40617-024-00906-4","DOIUrl":"https://doi.org/10.1007/s40617-024-00906-4","url":null,"abstract":"<p>Developing and improving organizational processes is an important element for staff satisfaction, effective communication, and ultimately the success of an organization (Rummler &amp; 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.</p>","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"59 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139589409","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}
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
Behavior Analysis in Practice 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
{"title":"Are Function-Based Interventions for Students with Emotional/Behavioral Disorders Trauma Informed? A Systematic Review","authors":"Marney S. Pollack, Blair P. Lloyd, Lilian E. Doyle, Matthew A. Santini, Gabrielle E. Crowell","doi":"10.1007/s40617-023-00893-y","DOIUrl":"https://doi.org/10.1007/s40617-023-00893-y","url":null,"abstract":"<p>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 <i>teaching skills</i>, <i>building healthy relationships</i>, and <i>including family, culture, and community</i> 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.</p>","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"29 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139589411","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}
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
Behavior Analysis in Practice Pub Date : 2024-01-25 DOI: 10.1007/s40617-024-00907-3
Sneha Kohli Mathur, Ellie Renz, Jonathan Tarbox
{"title":"Affirming Neurodiversity within Applied Behavior Analysis","authors":"Sneha Kohli Mathur, Ellie Renz, Jonathan Tarbox","doi":"10.1007/s40617-024-00907-3","DOIUrl":"https://doi.org/10.1007/s40617-024-00907-3","url":null,"abstract":"<p>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.</p>","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"32 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139589842","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}
引用次数: 0
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