Using Video Self-Evaluation to Enhance Performance in Competitive Dancers Abstract This study used a multiple-baseline across-behaviors design to evaluate the use of video self-evaluation on the performance of 3 dance movements. The procedure improved all 3 dance moves for 3 adolescents on a competitive dance team. Video self-evaluation was shown to be an efficient, accessible, and socially valid procedure to increase the performance of competitive dance movements.

The Effects of a Self-Instruction Package and Group Training on Trial-Based Functional Analysis Administration Abstract This study examined the effects of a self-instruction package comprised of a task analysis data sheet, detailed written instructions, and a small group performance feedback training on the training of 12 undergraduate students to conduct trial-based functional analyses (TBFAs). In contrast to previous research, training omitted technical language and did not include didactic instruction on the principles of applied behavior analysis or the underlying rationale for functional analysis methodology. Although the self-instruction package produced significant increases in performance and reliable data collection on the targeted problem behavior, small group performance feedback training was necessary to achieve mastery across all trial types. Results offer a socially valid training package to teach paraprofessionals to assist Board Certified Behavior Analysts® in conducting TBFAs in applied settings.

Evaluation of Manualized Instruction to Train Staff to Implement a Token Economy Abstract All components of behavioral skills training may not be necessary to effectively train staff to implement behavior-analytic technologies with children with disabilities. This study evaluated manualized instruction to train inexperienced staff to implement a token economy with a confederate and collect data on learner responding. A nonconcurrent multiple-baseline design across staff trainees was used to evaluate the effectiveness of manualized instruction to increase the staff trainees’ accurate implementation of a token economy. Additionally, a modified general case analysis was conducted to identify potential child behaviors. Multiple-exemplar training of these behaviors was presented in random order during sessions. Following the use of the manualized instruction, staff trainees’ accurate implementation of a token economy and data collection on confederate responding increased, the skills generalized from a confederate to a child with autism spectrum disorder, and the skills maintained 1 month following training.

A Descriptive Analysis of Applied Behavior Analysis Research With Economically Disadvantaged Children Abstract In the United States, approximately 43% of children under age 18 are considered economically disadvantaged. Research suggests that these children are at a greater risk for academic underperformance and dropping out of school than their peers who are not from economically disadvantaged backgrounds. As such, they may need effective educational interventions to improve their academic performance. The purpose of the current article is to describe the degree to which economically disadvantaged children are included in educational research in behavioral journals. Ninety-four studies were analyzed to determine the publication trends between 1968 and 2017. Studies were scored and categorized based on journal; publication year; several demographic characteristics for participants including age, income status, and disability diagnosis; and research designs, interventions, and target behaviors. Results suggest that economically disadvantaged children are increasingly included in behavior-analytic literature. However, there are opportunities for research with English language learners and children with disabilities. Implications for practice and research are discussed.

The Future Is Female (and Behavior Analysis): A Behavioral Account of Sexism and How Behavior Analysis Is Simultaneously Part of the Problem and Solution Abstract In 2015, females accounted for 82.2% of Board Certified Behavior Analysts (Nosik & Grow, 2015, “Prominent Women in Behavior Analysis: An Introduction,” The Behavior Analyst, 38, 225–227). Females represent most certificants, yet their presence in research and on editorial boards for peer-reviewed journals is lower than males’ presence (Li, Curiel, Pritchard, & Poling, 2018, “Participation of Women in Behavior Analysis Research: Some Recent and Relevant Data,” Behavior Analysis in Practice, 11, 160–164). Various contingencies are certainly involved, which may include instances of sexism or gender-based discrimination. Despite behavior analysis having the means to change contingencies that reinforce sexism, the discipline is not adequately taking cultural contingencies into consideration. As a result, behavior analysis is simultaneously part of the problem and the potential solution. Moreover, behavior analysis has not adequately studied sexism and its subtle topographies despite sexism being a long-existing behavioral phenomenon. The purpose of the current paper is to provide a behavioral account of sexism, particularly in the field of behavior analysis. Feminism as a culture and views of feminism from males and females will be further examined, as well as their implications for behavior change. Finally, recommendations for cultural and individual change will be discussed to promote gender equity.

Intervention Enhancing Effects of Acceptance and Commitment Training on Performance Feedback for Direct Support Professional Work Performance, Stress, and Job Satisfaction Abstract Direct service professionals (DSPs) provide the majority of treatment to individuals with developmental disabilities in community and residential settings; however, their ability to implement high-quality care is often limited by workplace factors and stress. The present study examined the effect of a verbal and written performance feedback intervention and the addition of an acceptance and commitment therapy (ACT)-based training program on the frequency and technical competence of active treatment provided by DSPs using a multiple-baseline design across 5 participants. Each participant demonstrated an increase in active treatment and technical performance following the implementation of both feedback-only and feedback plus ACT training interventions. Self-reported levels of psychological flexibility, workplace stress, and job satisfaction remained relatively stable for all participants from baseline to intervention despite the increased performance of the DSPs. Implications of the inclusion of an ACT-based training program with traditional behavior-analytic workplace interventions are discussed.

Preliminary Findings of Culturally Responsive Consultation with Educators Abstract Behavior analysts are increasingly called to serve culturally and linguistically diverse populations. The culture of a population can provide context in which to identify behaviors likely to be reinforced by the client’s social environment, stimuli established as reinforcers for client behavior, and behavioral repertoires shaped by the client’s social environment. One of the largest and fastest growing minority groups in the United States is the Latinx population. This article offers preliminary evidence of incorporating cultural adaptations into the context of behavioral consultation for the Latinx population. Cultural adaptation of behavioral consultation can lead to improved outcomes for educators. In this study, 5 educators received behavioral consultation consisting of behavioral skills training to implement culturally responsive class-wide behavior management procedures. All 5 educators improved their treatment fidelity of the culturally responsive behavior management practices. Implications for practitioners and future research are discussed.

A Multidisciplinary Replication of Upper’s (1974) Unsuccessful Self-Treatment of Writer’s Block

Planning and Leading Effective Meetings Abstract Behavior analysts spend a great deal of time in meetings regardless of their specific professional role (e.g., academic, practice, administration), so effective meeting skills are important. Meetings can serve a variety of important purposes if they are planned and led well. However, many people are not explicitly taught how to plan or lead meetings effectively. The purpose of this paper is to describe the common purposes of meetings and to provide recommendations and tools for planning and leading effective meetings.

Functional Communication Training for Multiple Reinforcers: an Evaluation of Isolated Control Following a Synthesized Context Abstract We evaluated the effectiveness of teaching 2 functionally and topographically dissimilar communication responses within the same sessions following a functional analysis with a synthesized contingency. We also conducted stimulus-control probes to determine the extent to which communication responses and problem behavior occurred when each contingency was presented in isolation. The child in the current study acquired communicative responses for both reinforcers, and problem behavior decreased during functional communication training (FCT). Further, relevant communication responses occurred in the respective stimulus-control probes. Results are discussed in terms of implications for research and practice regarding methods for conducting FCT following functional analyses with synthesized contingencies.