Applied Behavior Analysis Practitioners Research Articles

Book review of Applied Behavior Analysis Advanced Guidebook: A Manual for Professional Practice (2nd edition)

AbstractThe second edition of Applied Behavior Analysis Advanced Guidebook: A Manual for Professional Practice (Luiselli, 2023) covers 17 chapters on topics that are relevant to applied behavior analysis practitioners. In this review, we discuss the purpose and intended audience of the Guidebook, briefly summarize the contents of the Guidebook, and critically evaluate the contents with respect to breadth and depth, audience fit, organization, and cohesion. In addition, we discuss emerging areas that are highlighted in the Guidebook (i.e., technology and telehealth, diversity and multiculturism, and practice‐oriented research).

ICT Framework for Supporting Applied Behavior Analysis in the Social Inclusion of Children with Neurodevelopmental Disorders.

The applied behavior analysis (ABA) model emphasizes observable and measurable behaviors by carrying out decision making using experimental data (behavioral observation assessment strategies). In this framework, information and communication technology (ICT) becomes highly suitable for enhancing the efficiency and effectiveness of the methodology. This paper aims to delve into the potential of ICT in providing innovative solutions to support ABA applications. It focuses on how ICT can contribute to fostering social inclusion with respect to children with neurodevelopmental disorders. ICT offers advanced solutions for continuous and context-aware monitoring, as well as automatic real-time behavior assessments. Wireless sensor systems (wearable perceptual, biomedical, motion, location, and environmental sensors) facilitate real-time behavioral monitoring in various contexts, enabling the collection of behavior-related data that may not be readily evident in traditional observational studies. Moreover, the incorporation of artificial intelligence algorithms that are appropriately trained can further assist therapists throughout the different phases of ABA therapy. These algorithms can provide intervention guidelines and deliver an automatic behavioral analysis that is personalized to the child's unique profile. By leveraging the power of ICT, ABA practitioners can benefit from cutting-edge technological advancements to optimize their therapeutic interventions and outcomes for children with neurodevelopmental disorders, ultimately contributing to their social inclusion and overall wellbeing.

Autistic experiences of applied behavior analysis.

Autism spectrum disorder is a developmental disability affecting individuals across their entire lifespan. Autistic individuals have differences from nonautistic people (sometimes called allistic or neurotypical people) in social skills, communication, and atypical interests and/or repetitive behaviors. Applied behavior analysis is one of the first and most common interventions recommended for autistic children. However, autistic individuals argue that applied behavior analysis damages their mental health and treats them as though they are a problem to be fixed. This study examined the experiences of seven autistic individuals who received applied behavior analysis interventions as children to understand what autistic adults think about their applied behavior analysis interventions, how they feel about the applied behavior analysis interventions they received, and what recommendations autistic adults have for the future of applied behavior analysis. The findings include: Autistic adults remember traumatic events from applied behavior analysis, do not believe that they should be made to behave like their peers, gained some benefits but suffered significant negative long-term consequences, believe that applied behavior analysis is an unethical intervention, and recommend that applied behavior analysis practitioners listen to autistic people and consider using interventions in place of applied behavior analysis.

Machine learning-based ABA treatment recommendation and personalization for autism spectrum disorder: an exploratory study

Autism spectrum is a brain development condition that impairs an individual’s capacity to communicate socially and manifests through strict routines and obsessive–compulsive behavior. Applied behavior analysis (ABA) is the gold-standard treatment for autism spectrum disorder (ASD). However, as the number of ASD cases increases, there is a substantial shortage of licensed ABA practitioners, limiting the timely formulation, revision, and implementation of treatment plans and goals. Additionally, the subjectivity of the clinician and a lack of data-driven decision-making affect treatment quality. We address these obstacles by applying two machine learning algorithms to recommend and personalize ABA treatment goals for 29 study participants with ASD. The patient similarity and collaborative filtering methods predicted ABA treatment with an average accuracy of 81–84%, with a normalized discounted cumulative gain of 79–81% (NDCG) compared to clinician-prepared ABA treatment recommendations. Additionally, we assess the two models’ treatment efficacy (TE) by measuring the percentage of recommended treatment goals mastered by the study participants. The proposed treatment recommendation and personalization strategy are generalizable to other intervention methods in addition to ABA and for other brain disorders. This study was registered as a clinical trial on November 5, 2020 with trial registration number CTRI/2020/11/028933.

Preliminary Practice Recommendations for Telehealth Direct Applied Behavior Analysis Services with Children with Autism.

This article provides preliminary practice recommendations for telehealth direct applied behavior analysis (ABA) services for children with autism. In the face of COVID-19, there is an immediate need for discussion on how to implement various ABA procedures via telehealth for ABA practitioners. Alongside emerging scientific evidence on the effectiveness of telehealth direct service as well as various service-related guidelines, we provide preliminary practice recommendations that are based on the existing literature on in-person and telehealth ABA procedures. We also discuss these recommendations with case studies of two boys with autism. Social validity measures indicated that families were satisfied with telehealth direct services. Even after the COVID-19 pandemic has resolved itself, telehealth direct ABA service will still be a valuable option for remote and international locations where direct ABA service is limited, and thus, practice recommendations continue to be relevant for all practitioners that use telehealth direct service.

Acceptance: A Research Overview and Application of This Core ACT Process in ABA.

Acceptance describes mediating behaviors in which an individual reduces escape and avoidance behaviors in response to unwanted private events while also encouraging increased appetitive control. Given the recent resurgence of interest in acceptance and commitment therapy/training (ACT) in applied behavior analysis (ABA), a review of this core treatment process is warranted. Acceptance has strong empirical support within the psychological and contextual behavioral science literatures, with treatment outcome studies, self-report measures research, and behavioral laboratory tasks all supporting the process. A review of select publications in behavior-analytic journals found that acceptance also has preliminary evidence of effectiveness across a variety of populations and problem behaviors in ABA. An application of acceptance in an ABA context is discussed, and recommendations for a more functional approach to acceptance and other ACT processes are offered. Acceptance interventions fall within the scope of practice of ABA in several contexts and are of relevance to mainstream ABA practitioners.

Self-Care Strategies and Job-Crafting Practices Among Behavior Analysts: Do They Predict Perceptions of Work-Life Balance, Work Engagement, and Burnout?

Applied behavior analysis (ABA) practitioners report high levels of burnout, exhibited as exhaustion and disengagement. Turnover, a stressful and costly experience for individual practitioners and the human service organizations that employ them, is a potential consequence of burnout. Work-life balance and work engagement are associated with lower burnout and lower intention to quit. Research concerning behavioral predictors of work-life balance, work engagement, and burnout-all of which are associated with turnover intentions-among ABA service providers is scant. Therefore, the purpose of the current study was to explore whether and how the use of self-care strategies and job-crafting practices influences perceived levels of work-life balance, work engagement, and burnout among ABA practitioners who work in human service settings. In a sample of 826 ABA practitioners, 72% reported medium to high levels of burnout. Hierarchical regression analyses revealed that the use of both self-care strategies and job-crafting practices strongly predicted work-life balance, work engagement, and burnout above and beyond sociodemographic variables (gender and years of experience). Findings can inform the development of effective organizational/systems- and individual-level self-care and job-crafting interventions that support sustainable individual, organizational, and client-related outcomes. We contend that self-care and job-crafting interventions support a culture of well-being in graduate programs, training/supervision curricula, and mentor-mentee relationships.

Black Caregivers' Perspectives on Racism in ASD Services: Toward Culturally Responsive ABA Practice.

Significant racial and ethnic disparities in health care and service access exist. In the present article, we reviewed qualitative studies investigating the racism-related experiences of Black caregivers of children with autism spectrum disorder (ASD) in the U.S. health care system. Specifically, we examined institutional racism (i.e., systemic racism) and individual racism directed toward Black families when they seek diagnoses and services for their children with ASD. Additionally, we summarized culturally responsive and context-specific practice guidelines to work collaboratively with Black caregivers of children with ASD for applied behavior analysis practitioners.

A Preliminary Analysis of the Effects of Clicker Training and Verbal Instructions on the Acquisition of Relationship-Building Skills in Two Applied Behavior Analysis Practitioners.

Recent research has emphasized the need for training and competency beyond the standard technical skills acquired by applied behavior analysis (ABA) practitioners, including essential relationship-building and compassionate care skills (Taylor et al., 2019). Clicker training is a well-established behavior-analytic method for improving performance via immediate feedback in the form of an audible "click." The effectiveness of clicker training has not yet been evaluated as a technique for shaping complex clinical repertoires. This study evaluated the effects of verbal instructions, clicker training, and role-play on the acquisition of therapeutic relationship skills in ABA practitioners. Data were obtained as part of a training program conducted within an ABA agency, and the acquisition of target skills was evaluated using a multiple-baseline design across behaviors for two participants. During baseline, participants rarely demonstrated target skills. During training, the procedure resulted in increased engagement in all three target skills for both participants. Skill generalization with respect to untrained and novel scenarios was observed but at levels below mastery. Findings have potential implications for trainers and supervisors seeking efficient, nonintrusive, socially acceptable methods of improving practitioner performance.

Understanding and addressing pseudoscientific practices in the treatment of neurodevelopmental disorders: Considerations for applied behavior analysis practitioners

AbstractPseudoscientific practices are commonly used and promoted in the field of developmental disabilities. Behavior analysts should anticipate encountering such treatments in practice and understand their ethical obligations with regard to these practices. Thoughts on why pseudoscientific practices are frequently sought are presented for context in understanding this complex issue. This discussion will serve to prepare behavior analysts for how to address situations in which clients may ask behavior analysts to use pseudoscientific practices. Additionally, this discussion covers arguments for the dangers of using pseudoscientific practices, a guide to resources for information on evidence‐based practice and ethics, and ideas on how to handle a situation in which a parent or caregiver asks the behavior analyst to integrate a pseudoscientific approach into the treatment of a child with a neurodevelopmental disorder.

Evaluating a Consultant-Delivered Behavioral Skills Training and Self-Assessment Checklist Package used in the Czech Republic

ABSTRACT Recently, the Czech Republic has moved toward establishing licensure and securing funding for the advancement of applied behavior analysis (ABA). However, the breadth and quality of ABA services remains limited. Most practitioners are providing in-home ABA services with irregular oversight, are working in regions without access to support and collaboration, and forming partnerships with parents that may result in dual relationships. In an effort to improve ABA provisions, a structured professional development curriculum was presented across six behavioral skills training (BST) workshops. Six practitioners working in the field of ABA and toward behavior analyst certification participated in the workshop series. In addition to advancing ABA in the region, the aim of the BST series was to pilot an adapted approach to professional development training using an extended format, practitioner-driven curriculum, and self-assessment checklist. The information was modularized and focused on the progression of establishing ABA services and development of skills associated with: moving through the intake process, assessment, behavior plan development, curriculum planning, and parent involvement. The validity and applicability of providing consultation services in this format for emerging behavior analytic markets was evaluated using practitioner-provided self-assessment. Despite limited data collection, the results indicate that the modified BST package was socially valid for the practitioners in the Czech Republic. This project may set the stage for future research in supporting new ABA practitioners in settings where the community of behavior analysts is small.

Taking ACTion: 18 Simple Strategies for Supporting Children With Autism During the COVID-19 Pandemic.

The COVID-19 pandemic has dramatically uprooted the lives of families around the world. Families living with children with autism spectrum disorder (ASD) may be particularly affected due to being abruptly deprived of their usual in-person support from applied behavior analysis (ABA) service providers. This article gives how-to instructions on 18 simple acceptance and commitment training (ACT) programs that can be used as supplements to ongoing ABA services to support children with ASD whose verbal repertoires may play a part in the challenges they are facing during the current crisis. We describe several challenges that have been frequently reported by families and ABA practitioners during the pandemic. For each behavioral challenge, we provide a brief practical description, brief behavioral conceptual description, and how-to guidance on implementing ACT procedures that address each behavioral challenge at a functional level. The Appendix contains child-friendly worksheets for practitioners to use as visual supports while implementing the intervention procedures.

Black Women and Barriers to Leadership in ABA.

In recent years, anecdotal data have suggested an increase in the number of Black women in the field of applied behavior analysis (ABA). However, there does not appear to be a significant increase in the number of Black women in leadership roles within the field (e.g., clinical directors, heads of university and college ABA programs). Since the diversity of providers and leadership in the field is an important factor in effectively meeting the diverse needs of ABA consumers, the lack of Black women leaders in the field can be described as problematic. Identification of the potential barriers some Black women face when pursuing and attaining positions of leadership in the field of ABA, such as a lack of diversity, stereotypes, and insufficient access to mentors and sponsors, may serve as an effective first step to ameliorating the problem. Recommendations to address identified barriers, including a conceptually systemic plan for data collection that includes racial and gender data, paired with the use of reflective practice by ABA practitioners, and additional diversity and inclusion research in the area of organizational behavior management. Recommendations are offered.

Comparison of Telehealth-Related Ethics and Guidelines and a Checklist for Ethical Decision Making in the Midst of the COVID-19 Pandemic.

Applied behavior analysis (ABA) services have been provided primarily in the fields of health care and education across various settings using an in-person service delivery model. Due to the COVID-19 pandemic, the necessity of and demand for ABA services using telehealth have increased. The purpose of the present article was to cross-examine the ethical codes and guidelines of different, but related fields of practice and to discuss potential implications for telehealth-based ABA service delivery. We reviewed the telehealth-specific ethical codes and guidelines of the American Psychological Association, the American Academy of Pediatrics, and the National Association of Social Workers, along with the related ABA literature. These organizations addressed several useful and unique ethical concerns that have not been addressed in ABA literature. We also developed a brief checklist for ABA practitioners to evaluate their telehealth readiness by meeting the legal, professional, and ethical requirements of ABA services.

Some actions for behavior analyst licensing bodies to consider in response to the COVID-19 pandemic.

The COVID‐19 global pandemic has had a significant impact on the practice of applied behavior analysis (ABA). Practitioners and caregivers have had to adapt quickly as physical distancing, stay‐at‐home orders, and shelter‐in‐place directives have become commonplace. As the field copes with the changes produced by the COVID‐19 outbreak, many behavior analytic practitioners are seeking guidance from regulatory bodies to ensure they are practicing legally and ethically. This article outlines some actions that the regulatory bodies that manage state behavior analyst licensure programs may consider to assist ABA practitioners and consumers during this unprecedented time. Additionally, suggestions are offered as to how state licensing bodies might prepare to support the practice of licensees during future events that present challenges similar to the current pandemic.

An Essential Service Decision Model for ABA Providers During Crisis.

In the United States, applied behavior analysis (ABA) is broadly recognized as a medically necessary treatment for individuals diagnosed with autism and related disorders (Association of Professional Behavior Analysts, 2020, Guidelines for practicing applied behavior analysis during COVID-19 pandemic, Retrieved from https://cdn.ymaws.com/www.apbahome.net/resource/collection/1FDDBDD2-5CAF-4B2A-AB3F-DAE5E72111BF/APBA_Guidelines_-_Practicing_During_COVID-19_Pandemic_040920.pdf). We argue that this designation should not be called into question in light of a particular disaster and that it is critical to consider that an interruption of services can have long-lasting effects on the treatment of the individual (practitioners are ethically obligated to uphold the continuity of services while doing no harm). This dilemma might be ameliorated by a decision model that considers the prioritization of immediate needs, the vulnerability of clients, and the competency of service providers. Just as the medical field prioritizes immediate needs during crisis situations and defers routine appointments (e.g., physicals, checkups), the ABA field can make similar evidence-based decisions. The purpose of the current article is to provide a decision model for ABA practitioners who find themselves questioning the need for essential service delivery during the current COVID-19 pandemic. The impact of this model goes beyond the needs of this crisis and can be applied to any emergency situation where services are at risk of interruption.

Correction to: Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners

The article Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners, written by Kevin Callahan, was originally published electronically on the publisher's internet portal (currently SpringerLink) on August 29, 2019 without open access. With the author(s)' decision to opt for Open Choice the copyright of the article changed on August, 2019 to © The Author(s) 2019 and the article is forthwith distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, duplication, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners

This study investigated interpersonal skills associated with the concept of behavioral artistry (BA), a repertoire of practitioner behaviors including care, attentiveness, and creativity, among others, associated with the effective delivery of applied behavior analysis (ABA) treatment. Survey results indicated parents of children with autism preferred BA descriptors for ABA therapists over non-BA descriptors. A separate survey of 212 university students on a standardized personality assessment revealed students majoring and/or working in the field of ABA had lower levels of BA than those in other human services professions. Practitioners with higher BA scores were observed and rated more positively in their delivery of ABA for children with autism. Implications for training/supervising effective ABA practitioners within a BA model are discussed.

Exploring Issues of Generalization and Maintenance in Training Instructional Aides in a Public School Setting

In today’s climate, with the ever-increasing demand for competent behavior analytic services, it is necessary for behavior analysts to work across a variety of settings, including home, school, and community, overseeing instructional aide staff as the frontline providers of applied behavior analysis (ABA) services. It is common practice for ABA practitioners to provide the supervision and training to parents, caregivers, and direct-care staff, who may have limited knowledge and experience within the field of ABA. In 2013, the Behavior Analysis Certification Board (BACB®) initiated an effort to establish standards for the training of instructional aides and direct-care staff in the delivery of instructional and treatment services based on the principles of ABA. This new standard and credential is known as a Registered Behavior Technician™ (RBT®). The purpose of this study was to evaluate the training process outlined by the BACB, focusing specifically on the generalizability and long-term maintenance of newly acquired skills taught through a competency-based approach, to novel opportunities for implementation. Training was conducted through two methods: in vivo training with clients versus role-play with peers. Both these types of staff training approaches are commonly used instructional practices in the field of ABA.

Applied Behavior Analysis Practitioner Perceptions: Influence of Occupational Therapy Training in Sensory Processing

Abstract Date Presented 4/8/2016 With increasing demands for cohesive education plans, occupational therapy practitioners must collaborate with applied behavior analysis (ABA) practitioners for effective teaming and interdisciplinary understanding within schools. Training in sensory processing has the potential to enhance the perceptions and practices of ABA practitioners. Primary Author and Speaker: Amy Burton Contributing Author: Tara J. Glennon