Articles and Posts that Shape Our Field
Articles and Posts that Shape Our Field
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Some Current Dimensions of Applied Behavior Analysis
Some Current Dimensions of Applied Behavior Analysis
Bear, Wolf, and Rilsey 1968
• Applied: Applied interventions deal with problems of demonstrated social importance.
• Behavioral: Applied interventions deal with measurable behavior (or reports, if they can be validated).
• Analytic: Applied interventions require an objective demonstration that the procedures caused the effect.
• Technological: Applied interventions are described well enough that they can be implemented by anyone with training and resources.
• Conceptual Systems: Applied interventions arise from a specific and identifiable theoretical base, rather than being a set of packages or tricks.
• Effective: Applied interventions produce strong, socially important effects.
• Generality: Applied interventions are designed from the outset to operate in new environments and continue after the formal treatments have ended.
Social Validity: The Case For Subjective Measurement or How Applied Behavior Analysis is Finding It's Heart
Social Validity: The Case For Subjective Measurement or How Applied Behavior Analysis is Finding It's Heart
Wolf, 1978 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311293/pdf/jaba00109-0003.pdf
In 1978, Wolf authored a paper concerning social validity in Applied Behavior Analysis, proposing three key areas:
The social significance of the goals. Are the specific behavioral goals really what society wants?
The social appropriateness of the procedures. Do the ends justify the means? That is, do the participants, caregivers, and other consumers consider the treatment procedures acceptable?
The social importance of the effects. Are consumers satisfied with the results? All the results, including any unpredicted ones?
Individualized social validity is critical to individuals living a meaningful life. What are their values? What is important to them? How do they want to live their lives? How can they achieve functional independence at their level? How do their values change over time? How is our intervention supporting their individual social validity? Are we achieving the results they desire?
Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners
Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners
Callahan, Foxx, Swlerczynski, Aerts, Mehta, McComb, Nichols, Segal, Sharma, 2019
There is No Such Thing as a Bad Boy
There is No Such Thing as a Bad Boy
Friman, 2021
“The Circumstances View of problem behavior attributes the source of the problem not to the person him or herself but to what has happened to the person over the course of their life up to the occurrence of the behavior(s) of concern. Therefore, the Circumstances View guides its adherents not to fix the blame upon a person but to fix the problem(s) (i.e., the behavior) by altering the circumstances.” (Friman, 2021)
Towards trauma-informed application of behavior analysis
Towards trauma-informed application of behavior analysis
Rajaraman, Austin, Gover, Cammilleri, Donnelly, Hanley 2022
The “TIC” “(a) acknowledging the potential trauma experienced by clients and assuming a universal sensitivity to trauma; (b) curating environments that ensure safety and trust by building and maintaining rapport with clients and identifying alternatives to intrusive restraint procedures (whenever possible), thereby reducing potential retraumatization; (c) promoting client autonomy and shared governance by arranging choice-making opportunities and methods of client validation throughout client intake and treatment development; and (d) choosing intervention options that teach adaptive skills whenever possible.” (Rajaraman et al., 2022)
Dr. Greg Hanley: Practical Functional Assessment and Skills Based Training
Dr. Greg Hanley: Practical Functional Assessment and Skills Based Training
They have a Voice; are we Listening
They have a Voice; are we Listening
"If a parent asks a behavior analyst to teach their Autistic child to behave “normally,” how should the behavior analyst respond?"
"Just as we strive for our clients to use consequences from past behavior to inform future responses, we need to use consequences from our past to inform our practice moving forward."
"Students graduating from ABA degree programs need an understanding of ABA history to behave ethically and competently in practice."
"the Rekers and Lovaas study and the emphasis on indistinguishability as a treatment goal are problematic aspects of our history"
"Understanding that our history has problematic aspects will help behavior analysts when responding to criticisms and concerns about ABA from an informed, compassionate perspective. Additionally, it will help practitioners avoid potentially harmful decisions today and enable them to develop a decision-making process that better considers the implications of their treatment decisions in the future"
This training program is based on the RBT Task List (2nd ed.) and is designed to meet the 40-hour training requirement for RBT certification. The program is offered independent of the BACB.
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