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The Performance-based IISCA Can Inform Effective and Socially Meaningful Skill-based Treatment

✇Latest Results for Behavior Analysis in Practice

Abstract

Jessel et al. (Behavior Analysis in Practice, 17, 727–745, 2024) demonstrated that results from the performance-based, interview-informed synthesized contingency analysis (IISCA) had strong correspondence when compared to typical IISCA procedures and produced positive outcomes with resultant functional communication training procedures. On the basis of the assumption that functional analyses may include potentially adverse events insofar as they deliberately and repeatedly arrange conditions suspected to evoke dangerous behavior, Jessel and colleagues argued in favor of aligning functional analysis procedures with guidelines of trauma-informed care. We replicated and extended Jessel et al. (Behavior Analysis in Practice, 17, 727–745, 2024) by conducting a performance-based IISCA with three children with autism referred for behavioral services due to dangerous behavior and by evaluating a comprehensive skill-based treatment informed by the performance-based IISCA. The skill-based treatment resulted in the eventual elimination of dangerous behavior and the acquisition of multiple important skills, with caregivers implementing treatment sessions for two of the three participants. Assessment and intervention procedures and outcomes were socially validated by all participating families.

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20 Years of Interteaching Research and Practice: A Tutorial for its Use in the Classroom

✇Latest Results for Behavior Analysis in Practice

Abstract

Boyce and Hineline (2002) published their seminal article describing interteaching more than 2 decades ago. Since then, a robust line of research has emerged demonstrating the efficacy of this instructional approach in college classrooms across a variety of subjects, class sizes, levels of instruction, and in the most recent research, across various teaching and learning modalities. The purpose of this article is to provide a guide and resource for those interested in implementing interteaching in their classroom as well as those interested in conducting interteaching research. The information provided in this tutorial stems both from the current, supporting literature base and the authors’ collective experiences implementing interteaching in their own classrooms over the last decade.

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A Primer on Private Equity Ownership in ABA

✇Latest Results for Behavior Analysis in Practice

Abstract

The applied behavior analysis (ABA) service industry is currently estimated to be worth at least $4 billion. As a result of potential profits that can be made from ABA services, for-profit organizations have become more common in the field. One type of for-profit organization that has become especially prominent in the ABA service industry is private equity (PE)-owned ABA companies. As PE ownership has become more common in ABA and other human service industries, concerns about PE ownership have grown across disciplines. The current article focuses specifically on PE’s involvement in ABA services. The definition of PE and its fundamental components are discussed, along with their potential benefits and risks. The potential impacts of PE and opportunities for future research are also discussed.

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Preparation of Behavior Analysts for School-based Practice

✇Latest Results for Behavior Analysis in Practice

Abstract

While working in educational settings remains the second largest area of professional emphasis for Board Certified Behavior Analysts (BCBAs), there is a scarcity of research about how these professionals are prepared to provide services and supports in school-based placements. We investigated perceptions of school-based behavior analysts about their levels of preparation and confidence in applying their understanding of knowledge areas specific to school-based practice (i.e., multidisciplinary teaming, Individual Education Program teams, educational curricula and assessments, grade level benchmark standards and alternate standards for students with extensive support needs, educational law, and case law). Our focus was on identifying facilitators and barriers to effective school-based practice within their initial preparation. Additionally, we investigated how these professionals continued their education in these areas after receiving their initial credential. A total of 116 BCaBAs, BCBAs, or BCBA-Ds across each major geographic area of the United States completed a 26-item survey containing closed and open-ended questions. Most respondents perceived their initial behavior analysis training as providing no or minimal preparation in specific areas related to provision of services in educational settings. Those who had received supervised fieldwork in school settings rated their confidence in application of these areas in their practice higher than those who lacked such experience. Many respondents indicated that they had pursued or planned to seek additional training in these areas. They also identified facilitators and barriers to preparation for effective school-based practice. We discuss the results, implications for systems change, professional practice, and areas of future research.

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Acting, Charting, and Fluency: Using a Modified SAFMEDS Procedure to Increase Recall in a Stage Actor and Non-Actor

✇Latest Results for Behavior Analysis in Practice

Abstract

Actors need to memorize lines of text to audition for roles with a limited amount of time; therefore, an evidenced-based system may help ensure adequate preparation for auditions. Precision Teaching is a subspecialty within behavior analysis focused on precise definitions and continuous measurement of dimensional features of behavior and analyzes behavioral data to accelerate behavioral repertoires by promoting fluency. One way to promote fluency is through Say All Fast Minute Each Day Shuffled (SAFMEDS), a procedure that has been shown to increase recall through practice and assessment and is a systematic tool for learning that is an improvement over standard flashcard methods. The current study compares the effects of see-say and hear-say learning channel sets on the recall of long theatrical texts for one actor and one non-actor using an adapted alternating treatments design. Results demonstrate that the hear-say learning channel set was most effective for both participants. Additionally, these skills generalized during MESAA tests for both monologues and participants in the absence of the SAFMEDS cards and in novel environments. Participants reported high satisfaction with both treatments, indicating high utility in developing fluency.

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The Road to Licensure of Behavior Analysts in Texas: History and Lessons Learned

✇Latest Results for Behavior Analysis in Practice

Abstract

In over 30 US states since early this century, behavior analysts have worked for months and years to secure laws to license behavior analysts. At present, very few published accounts exist to document those efforts and to provide models and recommendations for behavior analysts who are interested in advocating for licensure or some form of governmental regulation of behavior analysts. Many are well-prepared in behavior analysis but have little preparation for dealing effectively with the contingencies and procedures involved in making public policies. We provide an account of the extended, complicated efforts by behavior analysts in one state that culminated in establishment of state licensure of behavior analysts. Key activities described here include foundational organizational work by a state behavior analysis organization, preliminary licensure efforts, educating behavior analysts on public policy advocacy, establishing relationships with legislators and their staff as well as government regulatory agency personnel, developing of important alliances with various stakeholders, and review of final successful efforts. Successful efforts and lessons learned are reviewed.

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Behavioral Interventions for Children with Cerebral Palsy in a School Setting

✇Latest Results for Behavior Analysis in Practice

Abstract

Cerebral palsy (CP) is the leading cause of childhood physical impairment in the world. Problem behaviors, including self-injury, disruption, and responses associated with aggression, are commonly observed in children diagnosed with CP. This study describes the assessment and treatment of problem behaviors for three children with CP. The interventions were conducted in the classroom setting, with teachers and peers present. For participant one, the targeted behaviors were scratching and biting others, which were maintained by access to tangibles and escape from physical contact. A functional communication training (FCT) procedure was effective in establishing an alternative response that replaced scratching and biting. For the second participant, an FCT procedure was implemented to teach a communication response that successfully replaced spitting, which was maintained by peer and teacher attention. For the third participant, the targeted behavior was hand mouthing, which was maintained by automatic reinforcement. A response interruption and redirection (RIRD) procedure effectively reduced the problem behavior. These findings extend the generality of those of previous research, showing that FCT and RIRD are effective in reducing challenging behaviors in a special childhood setting, where teachers become the primary intervention agents.

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Creating Plots for Single-Subject Research Designs in R

✇Latest Results for Behavior Analysis in Practice

Abstract

The use of single-subject research designs is common among behavior analysts, as well as among other professionals interested in the study of behavior. Although there are clear guidelines for creating graphs to represent data collected with these designs, the type of tools used to produce them requires considerable time and effort to cover the specific criteria to plot data for each type of design and always involves the purchase of a software’s license. This manuscript describes four functions created in R language to automatically produce plots with specific characteristics for data collected using single-subject experimental designs. These functions were included in a package created in R to facilitate their sharing, installation, and use (R package for data analysis and representation in behavior science, https://github.com/ruizvja/RDARBS). The application of these functions is exemplified for the cases of reversal design, multi-element design, changing criteria, and multiple baseline. The relevance and convenience of functions is illustrated and discussed in the context of other proposals that have been made for the specialized production of plots for single-subject research designs.

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A Qualitative Analysis of Variables Contributing to Registered Behavior Technicians’ Burnout and Turnover in Florida

✇Latest Results for Behavior Analysis in Practice

Abstract

Despite the increasing number of registered behavior technicians (RBTs) certified yearly, applied behavior-analytic organizations report difficulties in hiring and retaining RBTs in Florida. The current study evaluated RBTs’ work experiences related to the shortage of RBTs in Florida, particularly work concerns that lead to burnout and turnover. Eleven RBTs were interviewed regarding their working conditions and perspectives on the RBT working conditions. A thematic analysis yielded four main themes: (1) challenges establishing and maintaining competency; (2) difficult working conditions; (3) a transient or unheard-of career; and (4) dissatisfaction with pay and benefits. Results suggested that RBTs’ experiences vastly differed across organizations and that a combination of variables impact RBT burnout and turnover, which may contribute to burnout and turnover among RBTs in Florida. Implications for future research on RBT burnout and turnover and recommendations for organizations are discussed.

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