Supervision has been a popular topic of study by behavior analysts for the last decade. This popularity came about after several hallmark articles were published and key events in our profession enhanced clarity regarding how much impact supervision can have on important variables such as the quality of behavior-analytic service delivery, patient outcomes, staff satisfaction, and level of staff burnout. Despite the increase in the volume of supervision literature, few articles have provided concrete recommendations for how to objectively evaluate supervisory behaviors in practice. In this tutorial, we share how we developed a supervision assessment calculator and tested its efficacy to evaluate supervisory behaviors in our practice. We tested the calculator with mock videos, and compared scores from independent raters to determine if the calculator could be used reliability in practice. We make recommendations for behavior analysts who wish to create objective scoring criteria for supervision in their own practice, and ways in which resources like this can be used to enhance the quality of supervision.

We evaluated a novel group contingency arrangement designed to address implementation barriers commonly cited by teachers in alternative education. Barriers include implementer effort, disruption caused by delivering feedback to students, students sabotaging the game, and students maximizing disruption when they know the reinforcement criterion. To address these barriers, we decreased implementer effort using the principles of time sampling, omitted feedback for rule violations, arranged an independent group contingency to address sabotage, and did not disclose reinforcement criteria to students. The intervention produced marked reductions in disruption across four alternative middle- and high-school classes.

Autistic children from Spanish-speaking homes are part of a growing group of children at the intersection of multiple marginalized identities. Research suggests a "bilingual advantage" exists, similar to that experienced by neurotypical bilingual children, and autistic adults report positive social outcomes due to being bilingual. However, much less is known about providers' experiences who play a crucial role in whether families can maintain their heritage language(s) with their children. This exploratory qualitative study examined ethical challenges and needs of U.S.-based bilingual behavior analysts who provide home-based support for autistic children from Spanish-speaking homes. This study was informed by a demographic questionnaire and semi-structured interviews with participants ( = 14) across the United States. Participants' experiences were analyzed thematically. Findings included major themes and subthemes including challenging ethical experiences and behavior analysts' needs to provide high quality services. Implications are presented across the organizational, provider, and research and higher education levels.

Latinos make up 18.9% of the U.S. population and constitute a similar proportion of those working in the field of behavior analysis. However, little is known about their cultural values and how individuals approach their work. Because behavior analysts work closely with students and clients, their learning history and cultural values likely influence their behavior as mentors, supervisors, researchers, and clinicians (Beaulieu & Jimenez-Gomez, , , 337-356, 2022). The purpose of this project was to survey the demographics, activities, roles, and values of Latino behavior analysts to better understand their cultural background. A Qualtrics survey was shared via social media and professional listservs. Eighty-six individuals completed the survey. We summarize results of the survey and discuss implications for future research and service delivery.

The purpose of this study was to determine whether untrained visitors at a wolf sanctuary could collect behavioral data, within an acceptable range of interobserver agreement (IOA), using a freely available instrument on their smartphones. Two independent groups of untrained visitors continuously recorded one target behavior only or two target behaviors simultaneously. Observations occurred during a 50-min educational presentation with multiple wolves. Whereas IOA was at or above 80% for all participants, kappa was below the acceptable range of 0.6 or greater for some participants observing two target behaviors simultaneously. • Clinicians may consider the use of untrained observers for limited data collection purposes • Simple recording rules or pictures of conspicuous target behaviors may facilitate acceptable interobserver agreement • Clinicians may consider the use of a similar smartphone data collection instrument for untrained observers • Clinicians should be cautious of any competing smartphone behaviors that may interfere with the behavior of observing a target.

[This corrects the article DOI: 10.1007/s40617-023-00886-x.].

The scope of applied behavior analysis has historically been defined by behavior analytic publications like Baer et al., , , 91, (1968). However, starting in 2009, state legislators began creating licensure laws for behavior analysts that formalized the scope of practice for applied behavior analysis (ABA) within the applicable states. The purpose of this study was twofold: (1) to evaluate the degree scope of practice statements found in state licensure laws aligned with the individual components of Baer et al.'s seven dimensions of ABA and the APBA Model Act and (2) to evaluate the consistency of the scope of practice statements across states. Each licensed state law was identified, and the section that outlined the scope of practice was isolated and coded. The results of this study identified varying degrees of alignment with the individual components of Baer et al.'s seven dimensions and the APBA Model Act, as well as inconsistencies in the scope of practice among states with licensure for ABA. The component scores of each content area will be discussed, along with the implications for practice.

Social challenges in the work place can serve as an obstacle to regular employment for many individuals with neurodevelopmental disabilities (NDD). Nonetheless, few studies have focused on interventions to improve job-related social skills or included residents of countries outside of the United States. This study replicated and extended prior research by evaluating the acquisition of job-related social skills with three individuals with NDD residing in Italy. Results suggested that a package consisting of behavioral skills training and token reinforcement was effective for teaching the skills in the clinic and in extension to real work contexts. Furthermore, social validity surveys indicated that the participants, professionals, and caregivers of individuals with NDD considered the skills and interventions to be acceptable. These findings have implications for improving employment outcomes for individuals with NDD across the globe.

Trauma-informed care (TIC) refers to the guiding principles that inform how organizations or individuals arrange services with respect to acknowledging both the prevalence and impact of trauma. Given the elevated risks of trauma in the populations with which many behavior analysts work, clarifying why, how, and if TIC should be incorporated into behavior analytic work seems prudent. Although the core commitments of TIC are inherently aligned with ethical and effective applied behavior analytic practice, there are few exemplars of how TIC can be intentionally incorporated into behavioral assessment and treatment. This special issue is intended to begin to fill that gap, as well as to promote further discussion of the benefits and limitations of TIC in ABA. In this introduction, we review both the prevalence and potential outcomes of trauma, as well as attempting to dispel misconceptions about TIC that appear common among the behavior analytic community. We highlight how the articles in the special issue are important in developing an evidence base for TIC in ABA, as well as suggesting areas for future research.

Board certified behavior analysts (BCBAs) working in the schools often are charged with supporting students with and without disabilities who engage in challenging behavior. Meeting the unique needs of these students often requires a collaborative approach with other school-based professionals. We specifically sought to understand how behavior analysts engage in interprofessional collaboration with school psychologists (SPs), professionals who also have training to support students who engage in challenging behavior. We disseminated a survey across the United States targeting school-based BCBAs and SPs to further understand how their training and job responsibilities overlap. We also asked respondents about the extent to which they collaborate with the other professionals, modes of their collaboration, and barriers and facilitators in effective collaboration. Our findings in this exploratory study indicate BCBAs' and SPs' training and responsibilities do indeed overlap in relevant areas. Roles diverge in the frequency each professional participates in common educational and behavioral practices. Both groups report similar barriers when engaging in interprofessional collaboration, although BCBAs are more likely to report differing philosophies as a barrier. For both groups, findings suggest that BCBAs and SPs can find common ground if their professional colleagues indicate that they also value collaboration. Recommendations for future research and study limitations are also discussed.

Reinforcers frequently chosen may not offer the same nutritional value as fruits and vegetables. Prior researchers have explored preferences and the effectiveness of salty and sweet foods compared to fruits and vegetables, but the criteria for demonstrating effectiveness have often been arbitrary rather than academic. In addition, it remains unclear how the integration of these potentially nutritious reinforcers might affect learning or hinder learning efficiency. Therefore, the objective of this study was to investigate whether introducing fruits or vegetables as potential reinforcers could sustain responding achieved with salty or sweet reinforcers. The implications of this model for incorporating a variety of reinforcers while maintaining responding are also discussed.

[This corrects the article DOI: 10.1007/s40617-023-00776-2.].

We describe the clinical treatment of repetitive, stereotypic hand mouthing in a 7-year old child with severe developmental delay, conducted in the context of center-based autism service. The client's history included use of mechanical restraint to prevent tissue damage and infection. Prior antecedent- and reinforcement-based interventions were ineffective. Functional analysis results suggested hand mouthing was maintained by automatic reinforcement. Response interruption and redirection (RIRD) initially did not decrease hand mouthing, but the addition of contingent protective equipment, together with modified RIRD, was followed by reduction to near-zero level, which was maintained following withdrawal of the intervention. • Repetitive hand mouthing may require treatment due to tissue damage and other health consequences. • Repetitive hand mouthing is typically maintained in the absence of social contingencies and may be resistant to treatment. • When reinforcement-based interventions are not sufficient, contingent application of nonrestraining protective equipment may produce lasting reduction in hand mouthing. • Successful intervention in this case freed the client from mechanical (arm band) restraint and was followed by gains in skill acquisition.

Behavioral interventions are highly efficacious in reducing elopement. However, few studies explicitly examine elopement during transitions, and they typically do not discuss distance traveled during the transition. We report on a successful treatment consisting of functional communication to "go see" stimuli during transitions along with blocking and competing stimuli during reinforcer delays for a young boy whose elopement occurred during transitions and was maintained by positive reinforcement in the form of access to tangibles. During generalization, the distance of the transitions was gradually increased while maintaining low levels of elopement.

Students with emotional/behavioral disorders (EBD) commonly engage in both externalizing and internalizing behaviors-a behavioral profile that has been connected to childhood trauma. Although the efficacy of function-based interventions for students with EBD has been documented, the extent to which these interventions align with principles of trauma-informed care (TIC) is unknown. We conducted a systematic review of function-based intervention studies for students with EBD to evaluate whether and how these interventions incorporated critical elements of TIC. We identified 56 articles that met the eligibility criteria and used an iterative process to identify intervention practices consistent with each of six pillars of TIC, then evaluated the extent to which interventions in the study sample incorporated these practices. Despite identifying 45 function-based intervention practices aligned with pillars of TIC, we found most of these practices were absent in most interventions. We identified , , and as three pillars of TIC that warrant more attention when developing function-based interventions for students with EBD. For pillars of TIC that lack a strong empirical foundation in behavior analysis, we point to related literatures and disciplines with potential to inform next steps in behavior analytic research and practice.

In 1990, Ogden R. Lindsley served as guest faculty for Ohio State University's Teleconference on applied behavior analysis. He captivated students and faculty with tales of his personal journey from experiences during World War II to studying under B. F. Skinner, and his development of precision teaching (PT) to preserve rate of response measurement in educational applications. Derived from an audio cassette recording of that seminar session, this article captures highlights of those stories and Dr. Lindsley's discussion of topics ranging from his opinion of the open classroom movement to critiques of Sesame Street and errorless learning.

Evaluating social validity of interventions is paramount to the applied dimension of applied behavior analysis, but in research contexts, social validity is frequently assessed only after an intervention has concluded. The present study sought to evaluate the social validity of a proposed intervention prior to intervention development through qualitative analysis of interviews with stakeholders. We interviewed ten caregivers of children with autism about their experiences and challenges engaging in play with their children. We also solicited their opinions on the proposed components of the intervention, including (1) video models; (2) smart speaker prompts; and (3) feedback and coaching via video chat. Qualitative analysis of the interview transcripts revealed several domains related to caregivers' experiences, including challenges with social communication, openness to learning skills, and desires to build connections with one's child. Opinions about the proposed intervention components were largely positive, citing the convenience of using technology to access the mostly asynchronous intervention. Some participants expressed hesitation or discomfort surrounding feedback and coaching via video chat. Participants made several helpful suggestions regarding the content and features of the intervention. We discuss our findings in the context of an interactive social validation process.

Escape extinction is an empirically supported treatment to increase food and drink acceptance in children with feeding difficulties. However, nonremoval of the spoon or cup may not be effective in isolation when children press their lips closed or clench their teeth. Physical guidance procedures may circumvent this concern, though this is not always the case and may require the bite or drink be deposited with an alternate utensil. Previous research has demonstrated the effectiveness of spoon-to-cup, syringe-to-cup, and syringe-to-spoon fading in typically developing children with gastrostomy tube dependence. The current study extends the existing research literature by replicating spoon-to-cup fading with a child with autism spectrum disorder who was an oral feeder, and by demonstrating the effectiveness of finger-to-spoon fading. We also provide an additional clinical example for syringe-to-cup fading for a child with autism spectrum disorder who was an oral feeder.

The Preschool Life Skills (PLS) program has a wealth of evidence demonstrating efficacy in remediating important social and learning-to-learn skill deficits in at-risk preschoolers. Those same skill deficits also are common in older children in foster or residential care, most of whom have experienced some sort of trauma or other adverse childhood events. This study sought to evaluate individualized PLS curricula for two boys with substantial trauma histories and demonstrate how the PLS program could be delivered within a trauma-informed framework. We delivered the program and evaluated skill acquisition in a one-to-one setting in a UK-based clinic, and asked caregivers to assess skills at home. Results showed that both boys acquired skills targeted in their individual curriculum, but maintenance was sometimes inconsistent. Social validity assessments suggested that both boys enjoyed the training but were less definitive about its overall benefits. Caregivers rated the program highly and reported skill improvements at home. We discuss the implications of these findings in terms of adapting the PLS program to children with trauma histories.

The onset of the COVID-19 pandemic affected the delivery of early intensive behavioral intervention (EIBI) services. As a result, many EIBI service providers shifted to either temporarily or permanently providing some or all of their services via telehealth. Most published research on behavior analytic approaches to telehealth has focused on training others to implement behavior analytic interventions in an in-person setting. In contrast, relatively few researchers have evaluated direct EIBI service delivery via telehealth (i.e., professionals directly providing behavior analytic interventions to clients/learners using technology). Little is known about the effectiveness of behavior analytic interventions delivered remotely to learners via telehealth compared to standard in-person intervention delivery. The purpose of the present study was to directly compare the effectiveness of discrete trial training delivered remotely via telehealth and in-person on the acquisition of labeling occupations for children diagnosed with autism spectrum disorder in an EIBI program. The results and implications of the effectiveness of the different teaching modalities and observed generalization and maintenance will be discussed.Evaluating the effectiveness of behavior analytic interventions delivered remotely via telehealth compared to standard in-person delivery could help increase access to services for those in need.We found little difference in the acquisition of labeling occupations across the two modalities for all three participants.Future researchers should consider how to incorporate strategies to promote generalization into direct telehealth services.Future researchers should evaluate how learners without previous exposure to discrete trial training may perform during direct telehealth services.

[This corrects the article DOI: 10.1007/s40617-024-00935-z.].

Applied behavior analysis (ABA) is a human service profession using the science of behaviorism to promote meaningful changes in the lives of clients. However, misconceptions, misunderstandings, and false information have plagued our field since its inception and challenge the efficacy of our continued dissemination efforts. Effective science communication skills, especially for fields with a highly technical language such as ABA, promote marked improvements in client outcomes. Herein we introduce LADER, a structured and scaffolded approach to effective professional interactions for behavior analysts. The five components of LADER (listen, ask questions, determine misconceptions, engage, and reflect and evaluate) support analysts in navigating complex and potentially challenging conversations with clients, caregivers, collaborative professionals, and other stakeholders. The experiences and insights of current behavior professionals, and empirical research on effective science communication, underpins the components of LADER. Following a description of LADER, a hypothetical scenario provides readers with a vignette on how to apply LADER in practice.

Individuals seeking certification as a board certified behavior analyst (BCBA) by the Behavior Analyst Certification Board (BACB) must meet certain eligibility requirements. In addition to passing the BCBA examination, such requirements include completion of a master's degree, behavior-analytic coursework, and supervised practical fieldwork. In accruing fieldwork hours, trainees must be provided with the opportunity to complete unrestricted activities. The BACB defines unrestricted activities as ". . . those that are most likely to be performed by a BCBA," and requires that 60% of fieldwork hours are comprised of these activities (BACB, 2022b). Fieldwork hours may be accrued across a number of different host sites (e.g., hospital units, schools, community locations), with each host site having different day-to-day responsibilities affecting how these opportunities are provided. Therefore, exploration of the provision of these opportunities and the barriers to providing these opportunities is warranted. The current study sought to determine the current practices involved in provision of opportunities to gain fieldwork experience hours towards BCBA certification; in particular, practices related to unrestricted fieldwork activities. Results indicate that, although unrestricted learning opportunities are often provided to trainees, contingencies present within the day-to-day operations of a clinical environment can be hampering. A discussion of the implications of these barriers and potential solutions are included.

The current study implemented an alternating-treatments design with Standard Celeration Charting. The applied experiment occurred via telecommunication and assessed the effectiveness of repeated reading (RR) on reading fluency for two adults with specific learning disabilities using high-level and low-level reading passages. Participants reread each passage until they met a predetermined fluency criterion. We measured participants reading fluency using correct words per 1 min (CWPM) and assessed for retention at 1 week, 2 weeks, and 1 month. Both participants reached their fluency aims and maintained their progress postintervention. • RR can improve reading fluency for children and adults with reading deficits. • RR practice sessions require minutes to implement, which offers great flexibility for scheduling. • Telecommunication represents an effective modality for implementing RR procedures for adults with reading disabilities. • Participants in the study retained their fluency gains post-intervention, supporting that time spent on RR may represent a good investment for clinicians.

Criticisms of applied behavior analysis (ABA) from the autistic community continue to intensify and have an appreciable impact on research, practice, and conversation in stakeholder groups. ABA providers aspire to increase quality of life for autistic people; thus, it is imperative for providers to listen with humility and openness to the population we serve. Autistic individuals have unparalleled expertise in their own lives and their own communities. The concerns raised by the autistic community cannot, morally or ethically, be swept aside. There may be a misguided and harmful tendency to devalue concerns due to the speaker's identification as autistic or due to their difference in professional credentials. The concept of neurodiversity can help the ABA field respond to these concerns and collaborate with the largest stakeholders of our services, the autistic clients we serve. This article summarizes some of the key criticisms that autistic advocates raise concerning ABA, discusses the social model of disability and the neurodiversity paradigm, and proposes practical guidance to help the field of ABA integrate neurodiversity and thereby evolve our research and practice. By openly acknowledging the criticisms against ABA and recognizing how we can do better as a field, we believe we can take practical steps towards a profession and a society that more fully embraces inclusion.

Board certified behavior analysts (BCBA) are responsible for determining the medically necessary treatment dosage for patients (i.e., the number of hours of therapy a patient should receive per week to optimize progress) during applied behavior analysis (ABA) therapy. However, because there is currently no standard method for making these determinations, BCBAs must rely on their own clinical judgment. Given that clinical judgment may be underdeveloped in some BCBAs, particularly those who are newly certified, more formal strategies are needed to guide decision making as it relates to medical necessity and treatment dosage. In this article we describe the development of the Patient Outcome Planning Calculator (POP-C), a standardized decision-making tool designed to assist novice practitioners in determining the medically necessary ABA treatment intensity and appropriate treatment setting for individuals with autism spectrum disorder (ASD). We present preliminary reliability data as well as construct validity data indicating statistically significant correlations between the POP-C and several norm-referenced and criterion-referenced assessments commonly used to estimate skill level and the corresponding degree of support needed within the ASD population to inform the ABA treatment model and goals.

Behavior analysts can be found in a variety of settings including homes, schools, hospitals, workplaces, residential group homes, nursing homes, and universities (Association for Professional Behavior Analysts [APBA], 2019). As the field expands, behavior analysts find themselves performing a variety of tasks outside of traditional service delivery. A role of significant importance is that of the consultant. This article examines the status of training for behavior analysts. Our work finds that relatively few (11% of board certified behavior analyst programs and 3% of board certified associate behavior analyst programs) verified course sequences (VCSs) in behavior analysis include courses devoted specifically to consultation. Compared to other allied professions, there appears to be a disconnect between training and practice, especially when considering that behavior analysts are increasingly engaged in indirect service delivery through consultees. Finally, we discuss the benefits of consultation and why further devotion to and consistent requirements for training in consultation are needed. Several models of consultation appropriate for training behavior analysts are suggested, as well as information regarding how we might examine the effectiveness of consultation training.

Promoting excellence in autism intervention is arguably more urgent than ever for the field of applied behavior analysis. To fulfill this objective, autism agencies must operate from validated program systems and do so with fidelity. Program components include, but are not limited to, staff training and evaluation of clinical skills, functional personnel roles designed to promote positive outcomes for those served, and professional staff-communication-skill repertoires. Data on client outcomes must be tied to implementation of core program variables; and, contingencies between the data on client outcomes and staff performance must exist. Furthermore, these contingencies must be yoked across members of the organization to ensure a sustainable and effective program model. Finally, data on consumer satisfaction must be collected and used to evaluate program components and agency practices. Members of the Alliance for Scientific Autism Intervention have implemented key program-wide systems based upon the work of McClannahan and Krantz , 589-596 (1993) for decades and across various agency cultures. Data collected by six independent educational agencies on client outcomes, program implementation, and consumer feedback for a 10-year time span demonstrate the sustainability of the model and support the importance of key organizational systems and the relationship between implementation of the model and high-quality outcomes for individuals with autism.

Specifically designed data sheets have been recommended to assist with the fidelity of implementation of treatment procedures. The present study extended previous research (e.g., Bottini et al. (2), 140-152, 2021; LeBlanc et al. (1), 53-62, 2020) by comparing an enhanced data sheet (i.e., the inclusion of randomized targets, prompts for treatment components of securing attending and reinforcement) to a standard data sheet (i.e., targets not preset, no prompts for treatment components) on the fidelity of tact training of features. Ten behavior therapists participated in each condition ( = 20). Participants first watched a brief instructional video explaining the teaching procedure and their assigned data sheet, followed by conducting a treatment session with a confederate serving as a child with autism spectrum disorder. The enhanced data sheet resulted in higher fidelity on multiple variables including randomizing of targets and data collection.