Abstract The current literature review examined empirical precision teaching studies that applied frequency-based measurement and standard celeration chart (SCC) displays and analysis to interventions targeting inner behavior, defined as private events such as thoughts, feelings, and urges. Ten studies met the inclusion criteria, with targets ranging from negative and positive thoughts and self-critical statements to anger, self-esteem, and loving feelings. Across studies, results demonstrated that inner behaviors can be reliably measured and meaningfully changed. Participants in nearly all studies exhibited functional changes in level, trend, or variability, providing strong support for the effectiveness of frequency building procedures in modifying covert behaviors. The findings indicate that inner behavior is accessible to direct measurement and can be modified through well-designed instructional and self-monitoring practices. However, gaps remain in reporting, training procedures, and social validity data. The current review concludes that precision teaching methods such as measuring with frequency or rate, using frequency building (i.e., the 1-min counting procedure), and displaying data on SCCs provide a useful, underutilized framework for understanding and influencing private events.

Abstract The need to prepare future behavior analysts to become effective, collaborative professionals is increasingly evident. The social importance of goals, procedures, and effects has always been a critical part of our applied science; yet too often it is superseded in priority by considerations of procedural integrity. Disciplinary centrism, often cultivated through traditional training models, can be counterbalanced through intentional promotion of cultural and professional humility. We argue that community-engaged scholarship (CES) offers a behaviorally compatible framework for collaboration training and emphasizes the same collaboration skills should extend beyond interprofessional collaborations to include nonprofessionals (e.g., clients, families, communities). Because CES emphasizes reciprocal learning “about, from, and with” all potential partners—including those receiving services—and naturally positions students alongside nonbehavioral collaborators with varied lived experiences and professional perspectives, we use the term interpartner as an alternative to interprofessional. When CES is paired with the Interprofessional Education and Collaborative Practice (IPECP) competencies—values and ethics, roles and responsibilities, interprofessional communication, and teams and teamwork—it creates a powerful, inclusive model for cultivating collaboration skills in behavior analytic trainees. This blended approach aligns with the core aims of applied behavior analysis while advancing its relevance and responsiveness in diverse service contexts. In this paper, we first provide an overview of key concepts from IPECP and CES. We then illustrate the application of the Participatory Action Cycle for Community Engagement through two case examples that highlight how CES can serve as a foundational context for interpartner education within behavior analytic training.

Abstract Behavior analysts regularly support clients with complex needs who require consultation and direct services from professionals spanning multiple disciplines. Many of these disciplines have begun to call for a higher level of cooperation and cotreatment in the form of interprofessional collaboration. Effective interprofessional collaboration requires not only specialized expertise within one’s discipline but also skills related to relationship-building, respectful and compassionate communication, and teamwork across disciplines. These skills can be cultivated through deliberate and planful interprofessional education experiences for graduate students that teach collaboration competencies while also preventing the development of disciplinary centrism and bias. There are many possible strategies and considerations for embedding interprofessional education into Applied Behavior Analysis (ABA) training programs, and such experiences may vary in size, scope, and cost, as well as other practical features related to feasibility. In this paper, higher education faculty representing multiple disciplines propose a model for creating workshop-style interprofessional educational experiences to seed graduate students’ interprofessional collaboration skills in the provision of services to future clients.