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Curadoria científica com IA
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Pesquisa em Análise do Comportamento, organizada por evidências
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School-based Board Certified Behavior Analysts (BCBA) are uniquely trained to disseminate behavior analytic principles throughout multi-tiered systems of supports (MTSS). However, given the cost, effort, resources, and expertise needed to develop function-based assessments, the primary responsibility for school-based BCBAs remains focused on programming support for students receiving special education support or tier 3. When implemented consistently and with high treatment fidelity, MTSS may proactively keep students in the least restrictive environment and sustain workload capacity for school personnel. Navigating service provision in school settings is complex, and the quality of services across each tiered level of support may vary due to competing contingencies. This may be further exacerbated by limited guidance for school-based BCBAs on navigating service provision beyond tier 3. Thus, discussing collaborative practices that will support school-based BCBAs in providing quality services across MTSS is essential. This manuscript will begin by providing a brief historical and contemporary overview of the MTSS framework, then discuss collaboration and capacity standards across each tiered level of support for school-based BCBAs as indirect behavior change agents. This manuscript emphasizes collaborative and quality assurance practices as essential components to support school-based BCBAs in effectively navigating the MTSS framework.
Há momentos no dia em que um pai, mãe e/ou professor oferece algum tipo de apoio físico. Alguém pode perguntar: é correto usar contato ou um apoio físico? Isso depende do motivo e das condições em que isso é feito. Este artigo diferencia três situações distintas. Ajudas físicas — elas realmente ensinam Uma ajuda ou […]
One of the biggest goals in behavior analysis is helping learners become more independent… but that independence doesn't happen overnight. Instead, we provide support at the beginning of instruction and then gradually re...
Despite the evidence base supporting the functional behavior assessment (FBA) and behavior intervention plan (BIP) process, resource constraints and lack of training continue to preclude their implementation in school-based settings. Developed to address these barriers, the prevent-teach-reinforce (PTR) model employes a manualized, team-based approach, facilitated by a professional with expertise in behavior, to streamline the individualized FBA-BIP process. However, more research is needed to examine the effectiveness of the PTR model in supporting middle school students with emotional and behavioral disorders (EBD). This study evaluated the impact of the PTR secondary model (PTR-SEC) on the classroom behaviors of three middle school students with EBD during academic activities. Results showed that the PTR-SEC effectively decreased problem behavior and increased replacement behavior for all three participants, and these improvements maintained post-intervention. Social validity assessments from students and teachers indicated that the PTR-SEC was acceptable and aligned with the students’ goals, suggesting that PTR-SEC may be a socially valid approach for supporting middle school students with EBD.
This brief paper addresses the significant but often overlooked issue of invisibility and vulnerability faced by international Latin American female students (ILAFS) in the U.S. Drawing upon existing literature, the paper highlights the lack of research and attention given to this specific population, resulting in limited understanding of their unique challenges and needs. It emphasizes the importance of behavior analysts in supporting these students by serving as advocates for ILAFS, by understanding their unique needs and the role of intersectionality, facilitating their academic success, cultural and social adaptation, and well-being. By shedding light on this underserved population and advocating for their needs, behavior analysts can contribute to creating more diverse, inclusive, and equitable environments.
Shaping involves the reinforcement of successive approximations toward a terminal response. Historically, shaping has been described as an art as much as a science, but there are also mathematical approaches to shaping. One such approach is the use of a percentile schedule. Percentile schedules allow a teacher to account for recent behavior and select a criterion to control the amount of exposure to extinction. Although percentile schedules have proven an effective means of shaping academic responding under some conditions, the parameters have not been extensively investigated, and they have not been directly compared to other variations of shaping. In the current study, we evaluated two parameters of a percentile schedule and another variation of shaping for increasing academic engagement for three students attending an Extended School Year program. Neither arrangement of a percentile schedule consistently increased academic task completion for students in the current study. Shaping, particularly when it started with a response that did not resemble the final performance, was more effective. Overall, the results of the current study suggest that there may be barriers to using percentile schedules with some students. For instance, the percentile arrangements in the current study may have been ineffective for two participants due to insufficiently variable behavior during baseline, which limited systematic changes in the criterion. Some students may require supplemental techniques to increase the likelihood of engaging in the next successive approximation, such that it can be captured by the delivery of an effective reinforcer and allow continued progression of the criterion over time. Because shaping procedures necessarily varied across participants, conclusions about the effects of percentile schedules in isolation are limited in this study.
If you've spent any time in ABA, special education, or parent training, you've probably heard someone mention the prompting hierarchy. Prompting is one of the most commonly used teaching strategies in applied behavior an...
In an effort to determine the most efficient method for training new teachers to implement behavior-analytic instruction, we tested the use of video-monitoring and video self-monitoring on the subsequent accuracy of instructional delivery, across two experiments using a delayed multiple probe across participants design. In the first experiment, using prerecorded videos of other teachers, we taught three participants to monitor the accuracy of others delivering instructional trials that met the definition of learn units using the Teacher Performance Rate and Accuracy (TPRA) observation measure. In the second experiment, we taught a different set of participants to conduct TPRAs on prerecorded videos of themselves delivering learn unit instruction. Prior to and following the interventions, the researchers used the TPRA to measure the accuracy of each participant’s own delivery of instruction. If participants did not meet accuracy criteria for delivering learn unit instruction following either intervention, we then implemented TPRAs in situ with immediate feedback to teach participants to deliver accurate learn units and counted the number of sessions required by each participant to achieve mastery of learn unit instruction. The results showed that only participants in experiment 1 (video monitoring) required further training. Specifically, none of the participants in experiment 2 required in situ TPRAs with feedback following the video self-monitoring TPRA intervention as they had already mastered delivering accurate learn units.
A calm down corner can be one of the most effective tools in a classroom, ABA therapy, or special education classrooms when it is used intentionally. A well-designed calm down corner teaches emotional regulation, coping ...
O Triângulo Relacional Conceitual é uma estratégia didática criada para superar a "ilusão de domínio", que ocorre quando o aprendiz memoriza rótulos técnicos sem compreender sua aplicação real
. O modelo organiza o conhecimento em três vértices fundamentais: o Termo (o rótulo técnico), a Definição (a descrição das características essenciais) e o Exemplo (a instância concreta que manifesta essas propriedades).
O domínio funcional de um conceito é atingido quando o estudante é capaz de realizar seis operações relacionais bidirecionais entre os vértices, navegando entre nomes, regras abstratas e casos práticos. O núcleo dessa estratégia é a instanciação, frequentemente facilitada pela correspondência por cores, que exige que o aluno mapeie visualmente como cada elemento de um exemplo corresponde a um atributo da definição.
As principais vantagens do modelo incluem: para o professor: Padronização de materiais, diagnóstico imediato de lacunas de compreensão e critérios objetivos para avaliação. Para o aluno: Maior autonomia, engajamento em aprendizagem ativa e capacidade de transferir o conhecimento para contextos inéditos
Educational and behavioral service systems continue to struggle to adequately meet the needs of children and families from racially and ethnically diverse backgrounds, particularly those who represent intersecting identities related to race, disability, immigration, and socioeconomic status. This paper examines how Critical Race Theory (CRT) and Disability Critical Race Theory (DisCrit) help explain persistent inequities in special education and applied behavior analysis (ABA). Drawing on scholarship addressing racism, ableism, and cultural marginalization, the paper shows how historical and structural factors influence identification practices, service delivery, and family–provider interactions. By outlining the shared and distinct contributions of CRT and DisCrit, the review demonstrates how these frameworks make visible the systemic and interpersonal factors that shape experiences and outcomes for marginalized communities. The paper concludes with implications and practical guidance for developing culturally responsive, equity-centered, and contextually grounded practices that honor families’ cultural identities and lived experiences across educational and behavioral settings.
As the field of applied behavior analysis (ABA) grows, there is a need for effective and high-quality fieldwork supervision to prepare a growing workforce. This paper proposes the use of evidence-based practice (EBP) as a decision-making framework in the training of behavior analysts, emphasizing its potential to enhance the skillsets of practitioners. EBP involves integrating the best available evidence, client values, and professional judgment to guide clinical decisions. While the use of EBP as a clinical decision-making framework has grown in other helping professions, its application in the field of ABA remains limited. This paper proposes competencies for EBP decision-making and presents strategies for embedding the EBP framework into supervisory practices in ways that align with current pre-service behavior analyst preparation content. Furthermore, we suggest directions for future research on EBP and behavior analytic supervision.
Schedules of reinforcement are a major focus for hopeful RBTs and BCBAs (including on exams), and they are one of the areas learners tend to overthink. Once you understand how time and response requirements interact, the...
This study replicated Speltz et al. Journal of Applied Behavior Analysis, 15, 533–544, (1982) by comparing the effects of independent and interdependent group contingencies on arithmetic performance among Brazilian fourth graders (N = 20). Students were divided into five mixed groups, including low-, average-, and high-performing students. For students with average performance, correct responses to addition and subtraction problems increased significantly under both the independent and interdependent contingencies compared to baselines, with no significant difference between contingencies. High performers showed a considerable difference in correct responses between the baselines and the interdependent contingency. Low performers did not systematically improve their performance with either contingency. Overall, the results generally replicated those of Speltz et al. Journal of Applied Behavior Analysis, 15, 533–544, (1982), except for the low-performing students.
Falar sobre marcos do desenvolvimento infantil é falar sobre histórias em construção. Cada criança se desenvolve a partir da interação entre biologia, ambiente, vínculos e oportunidades de aprendizagem. Ainda que existam trajetórias esperadas — descritas por diferentes áreas da ciência —, o desenvolvimento não acontece em linha reta, nem no mesmo ritmo para todos. Na…
Reinforcement and punishment are core concepts in applied behavior analysis and they show up constantly when studying for the RBT and BCBA exams. They are also concepts that are often misunderstood, mixed up, or remember...
A Educação Especial no Brasil passa, em 2025, por uma atualização normativa de grande relevância. O Decreto nº 12.686/2025 institui a nova Política Nacional de Educação Especial Inclusiva e redefine diretrizes, instrumentos pedagógicos, responsabilidades institucionais e critérios de atendimento para estudantes com deficiência, autistas e pessoas com altas habilidades. Trata-se de um decreto recente, extenso […]
O artigo O novo Decreto da Educação Especial (12.686/2025): o que muda, o que será revisado apareceu primeiro em Blog do IEAC.
A Prática Baseada em Evidências (PBE) é um modelo de tomada de decisão profissional que integra a melhor evidência científica disponível com a experiência prática do profissional de saúde ou educador, levando em consideração as preferências e valores dos pacientes ou alunos. O objetivo da PBE é melhorar a qualidade do atendimento ou ensino, promovendo […]
O artigo Como a Prática Baseada em Evidências (PBE) Revoluciona a Formação e Atuação de Profissionais da Saúde e Educação apareceu primeiro em Blog do IEAC.
If you’ve ever asked your child to clean their room and then found them 20 minutes later sitting on the floor playing with Legos that are even more scattered than they were at the start, you are not alone. Chores can be ...
A Análise do Comportamento Aplicada tem buscado realizar práticas compassivas e com validade social, desde os critérios estabelecidos por Baer et al. (1968) até a proposta de Penney et al. (2023), que sugerem a compaixão como a oitava dimensão da ABA. Por outro lado, supervisores e terapeutas frequentemente se deparam com desafios relacionados ao seguimento … Continuar lendo [RESENHA] Ensinando Habilidades de Compaixão a Estudantes de Análise do Comportamento: Uma Investigação Preliminar