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Behavior Analysis in Practice

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https://www.readbyqxmd.com/read/27920971/social-thinking%C3%A2-methodology-evidence-based-or-empirically-supported-a-response-to-leaf-et-al-2016
#1
Pamela J Crooke, Michelle Garcia Winner
No abstract text is available yet for this article.
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920970/a-review-and-treatment-selection-model-for-individuals-with-developmental-disabilities-who-engage-in-inappropriate-sexual-behavior
#2
Tonya N Davis, Wendy Machalicek, Rachel Scalzo, Alicia Kobylecky, Vincent Campbell, Sarah Pinkelman, Jeffrey Michael Chan, Jeff Sigafoos
Some individuals with developmental disabilities develop inappropriate sexual behaviors such as public masturbation, disrobing, and touching others in an unwanted sexual manner. Such acts are problematic given the taboo nature of the behaviors and the potential for significant negative consequences, such as restricted community access, injury, and legal ramifications. Therefore, it is necessary to equip caregivers and practitioners with effective treatment options. The purpose of this paper is to review studies that have evaluated behavioral treatments to reduce inappropriate sexual behavior in persons with developmental disabilities...
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920969/examining-the-effects-of-video-modeling-and-prompts-to-teach-activities-of-daily-living-skills
#3
Catarina Aldi, Alexandra Crigler, Kelly Kates-McElrath, Brian Long, Hillary Smith, Kim Rehak, Lisa Wilkinson
Video modeling has been shown to be effective in teaching a number of skills to learners diagnosed with autism spectrum disorders (ASD). In this study, we taught two young men diagnosed with ASD three different activities of daily living skills (ADLS) using point-of-view video modeling. Results indicated that both participants met criterion for all ADLS. Participants did not maintain mastery criterion at a 1-month follow-up, but did score above baseline at maintenance with and without video modeling. • Point-of-view video models may be an effective intervention to teach daily living skills...
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920968/evaluating-the-high-probability-instructional-sequence-to-increase-the-acceptance-of-foods-with-an-adolescent-with-autism
#4
Danielle M Ewry, Mitch J Fryling
This study evaluates the effectiveness of a variation of the high-probability (high-p) sequence involving bites of food as high-p tasks on the acceptance of low-probability (low-p) foods in an adolescent with autism spectrum disorder. After demonstrating the effectiveness of the high-p sequence using a reversal design, the participant's mother implemented the intervention. Intervention effects were partially maintained during 7-month maintenance probes. Implications for research and practice are provided.
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920967/a-comparison-of-descriptive-and-functional-analyses-of-inappropriate-mealtime-behavior
#5
Carrie S W Borrero, Jennie D England, Ben Sarcia, Julia N Woods
In recent years, rather than being used to assess the potential function of a response, descriptive assessment methods have been applied to evaluate potential consequences or contingencies for problem behavior (Borrero, Woods, Borrero, Masler, & Lesser in Journal of Applied Behavior Analysis, 43, 71-88. doi: 10.1901/jaba.2010.43-71, 2010) or to assist with designing baseline conditions to approximate caregiver behavior (Casey et al. in Behavior Modification, 33, 537-558. doi: 10.1177/0145445509341457, 2009)...
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920966/an-evaluation-of-positional-prompts-for-teaching-receptive-identification-to-individuals-diagnosed-with-autism-spectrum-disorder
#6
Justin B Leaf, Joseph H Cihon, Donna Townley-Cochran, Kevin Miller, Ronald Leaf, John McEachin, Mitchell Taubman
In this study, we evaluated the effects of positional prompts on teaching receptive identification to six children diagnosed with autism spectrum disorder (ASD). The researchers implemented a most-to-least prompting system using a three level hierarchy to teach receptive picture identification. Within the prompting hierarchy, only positional prompts were used. The most assistive prompt was placing the target stimulus 12 in. closer to the participant, the less assistive prompt was placing the target stimulus 6 in...
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920965/an-evaluation-of-the-impact-of-supervision-intensity-supervisor-qualifications-and-caseload-on-outcomes-in-the-treatment-of-autism-spectrum-disorder
#7
Dennis R Dixon, Erik Linstead, Doreen Granpeesheh, Marlena N Novack, Ryan French, Elizabeth Stevens, Laura Stevens, Alva Powell
Ample research has shown the benefits of intensive applied behavior analysis (ABA) treatment for autism spectrum disorder (ASD); research that investigates the role of treatment supervision, however, is limited. The present study examined the relationship between mastery of learning objectives and supervision hours, supervisor credentials, years of experience, and caseload in a large sample of children with ASD (N = 638). These data were retrieved from a large archival database of children with ASD receiving community-based ABA services...
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920964/the-apprentice-an-innovative-approach-to-meet-the-behavior-analysis-certification-board-s-supervision-standards
#8
Breanne K Hartley, William T Courtney, Mary Rosswurm, Vincent J LaMarca
The Behavior Analysis Certification Board continues to increase the standards for supervision of trainees, which is needed in order for the field to continually improve. However, this presents a challenge for organizations to meet the needs of both their clients and their supervisees based on these increasing standards. Throughout the ages, experts in all trades have passed along their knowledge and skill through apprenticeship opportunities. An apprenticeship supervision model is described that allows Board Certified Behavior Analysts to supervise future behavior analysts by mentoring, educating, and training supervisees on the science of human behavior in a format that is mutually beneficial...
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920963/the-benefits-of-group-supervision-and-a-recommended-structure-for-implementation
#9
Amber L Valentino, Linda A LeBlanc, Tyra P Sellers
Effective supervision practices can facilitate the professional development of the supervisee, the continued growth of the supervisor, and the overall development of our field and its practice. In addition to individual supervision, many aspiring certificants also participate in group supervision experiences either as part of their academic practicum or as part of a supervised independent fieldwork experience. Group supervision can provide unique opportunities to establish critical professional repertoires such as peer feedback skills and public speaking skills...
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920962/recommendations-for-detecting-and-addressing-barriers-to-successful-supervision
#10
Tyra P Sellers, Linda A LeBlanc, Amber L Valentino
Behavior analysts who supervise staff are responsible for establishing a healthy supervisory relationship and for teaching basic behavior analytic skills (e.g., verbal repertoires, technical repertoires, clinical decision-making). In addition, supervisors should prepare their supervisees to succeed in their subsequent professional activities by developing their interpersonal skills and professionalism repertoires. Difficulties in the supervisor relationship and problematic personal and professional skills often become the focus of targeted supervision efforts after the effects of deficits (e...
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920961/taking-full-responsibility-the-ethics-of-supervision-in-behavior-analytic-practice
#11
Tyra P Sellers, Shahla Alai-Rosales, Rebecca P F MacDonald
The supervision of professionals in the field of behavior analysis is multifaceted. The BACB® Professional and Ethical Compliance Code for Behavior Analysis provides guidance for effective supervisory practices, as supervision impacts both the supervisee and the consumers. The purpose of this article is (1) to discuss rationales and consequences relative to supervision issues, (2) to provide directions for professional development in each of the seven identified supervisory areas within the code, and (3) to set the occasion for critical discourse relative to supervision...
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920960/towards-a-competency-based-ethical-and-socially-valid-approach-to-the-supervision-of-applied-behavior-analytic-trainees
#12
Laura B Turner, Aaron J Fischer, James K Luiselli
Competency-based supervision of trainees has recently come to the forefront of behavior analytic practice; however, there are minimal data to support the effectiveness of various supervision practices on trainee outcomes. Accordingly, this paper is intended to spark further discussion and research activity regarding the supervision of those seeking to become Board Certified Behavior Analysts (BCBA). We present a practice model and considerations for supervising applied behavior analytic trainees consistent with the Behavior Analyst Certification Board (BACB) Supervisor Training Curriculum Outline (Behavior Analyst Certification Board, 2012b), the Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board, 2014), and extant literature from behavior analysis and related fields...
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920959/recommended-practices-for-individual-supervision-of-aspiring-behavior-analysts
#13
Tyra P Sellers, Amber L Valentino, Linda A LeBlanc
Practicing behavior analysts and behavior analysts in academic settings often provide supervision for young professionals who are pursuing certification as a behavior analyst. Effective supervision is critical to the quality of ongoing behavioral services, the professional development of the supervisee, the continued growth of the supervisor, and the overall development of our field and its practice. The Behavior Analyst Certification Board recently instituted several new requirements including training in supervisory practices prior to supervising those who are accruing hours toward the experience requirement for certification...
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27920958/refining-supervisory-practices-in-the-field-of-behavior-analysis-introduction-to-the-special-section-on-supervision
#14
Linda A LeBlanc, James K Luiselli
The rapid growth in the number of behavior analysts and aspiring behavior analysts creates an imperative for effective and efficient supervisory practices. Many behavior analysts receive little to no explicit instruction and mentoring in supervision practices while they are in training themselves. Those behavior analysts may then be expected to provide supervision for a range of individuals soon after graduation and certification and throughout the remainder of their career. The papers included in this special issue offer guidance for establishing and maintaining supervisory relationships, understanding the importance of each of the ethical guidelines for supervision, structuring group supervision experiences, managing problems that can arise during the course of a supervisory relationship, and arranging models of supervision within human service organizations...
December 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27622133/behavioral-skills-training-to-improve-the-abduction-prevention-skills-of-children-with-autism
#15
Katherine Ledbetter-Cho, Russell Lang, Katy Davenport, Melissa Moore, Allyson Lee, Mark O'Reilly, Laci Watkins, Terry Falcomata
A concurrent multiple baseline across participants design evaluated the effects of behavioral skills training (BST) on abduction-prevention skills of four children with autism. Across phases, confederates presented four types of abduction lures: (a) simple requests, (b) appeals to authority, (c) assistance requests, and (d) incentives. During baseline, lures resulted in children leaving with confederate strangers. During intervention, BST targeted a three-step response (i.e., refuse, move away, and report) and the abduction-prevention skills of all participants improved...
September 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27622132/noncontingent-reinforcement-in-after-school-settings-to-decrease-classroom-disruptive-behavior-for-students-with-autism-spectrum-disorder
#16
Christina R Noel, Yvette Q Getch
Noncontingent reinforcement (NCR) is the response-independent delivery of a reinforcer (Vollmer, Iwata, Zarcone, Smith, and Mazaleski in Journal of Applied Behavior Analysis 26: 9-21 1993). Two staff members (preservice education majors) implemented NCR procedures for two students with autism spectrum disorder (ASD) who exhibited problem behavior and attended an after-school program. The amount of training on NCR and procedural fidelity was measured for each staff member, and the effects of the treatment on problem behavior were evaluated...
September 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27622131/using-a-progressive-ratio-schedule-of-reinforcement-as-an-assessment-tool-to-inform-treatment
#17
Alyssa N Wilson, Olivia H Gratz
A handful of studies have examined the utility of progressive ratio schedules (PRs) of reinforcement in treatment development and treatment efficacy. The current case study explored the utility of PRs as an assessment tool to inform a differential reinforcement treatment package. A PRs assessment was used to identify the breaking point of a functional communicative response before and after treatment. The breaking point was used as the initial reinforcement schedule during treatment. Following treatment, the communicative response increased during a posttest PRs assessment, suggesting the efficacy of the treatment package...
September 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27622130/differential-reinforcement-of-other-behaviour-for-the-reduction-of-severe-nail-biting
#18
Louise Heffernan, Danielle Lyons
The effects of differential reinforcement of other behaviour (DRO) were investigated for the treatment of severe self-injurious nail biting in an individual diagnosed with autism. A functional behaviour assessment (FBA) identified that the behaviour was maintained by automatic reinforcement. Following the implementation of the DRO procedure and access to reinforcing stimuli that were believed to provide similar sensory feedback to that of the self-injurious nail biting, the results indicate that the nail biting was successfully reduced and maintained at near zero levels...
September 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27622129/bacb-certification-trends-state-of-the-states-1999-to-2014
#19
Neil Deochand, R Wayne Fuqua
Since the Behavior Analyst Certification Board (BACB) was officially created in 1998 (Shook, 2005), the number of individuals certified by the BACB has grown significantly, particularly in the USA. Some states have witnessed a steady growth in the number of certificants, whereas others have witnessed exponential growth. Many factors could account for these overall growth patterns, including (a) geographic variations in distribution of certificants across states, (b) the passage of autism insurance reform laws or state licensing laws that influence the professional practice of applied behavior analysis (ABA) services, and (c) the presence of major academic or practicum training programs...
September 2016: Behavior Analysis in Practice
https://www.readbyqxmd.com/read/27622128/adventitious-reinforcement-of-maladaptive-stimulus-control-interferes-with-learning
#20
Kathryn J Saunders, Kathleen Hine, Yusuke Hayashi, Dean C Williams
Persistent error patterns sometimes develop when teaching new discriminations. These patterns can be adventitiously reinforced, especially during long periods of chance-level responding (including baseline). Such behaviors can interfere with learning a new discrimination. They can also disrupt already learned discriminations, if they re-emerge during teaching procedures that generate errors. We present an example of this process. Our goal was to teach a boy with intellectual disabilities to touch one of two shapes on a computer screen (in technical terms, a simple simultaneous discrimination)...
September 2016: Behavior Analysis in Practice
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