Encontre artigos revisados por pares, filtre por categoria e fonte, e acompanhe novas publicações científicas em um só lugar.
Abstract This essay analyzes faculty self-censorship behavior amid political interference in Florida public higher education. Political interference increasingly regulates faculty behavior through statutes, administrative policies, and institutional directives that alter teaching, research, and scholarly discourse. We examine faculty self-censorship as rule-governed behavior using an established taxonomy of rules (Pelaez, 2013; Pelaez & Moreno, 1998) as its primary theoretical framework. The taxonomy articulates five interacting dimensions of rules: (a) explicitness, (b) accuracy (correspondence), (c) complexity, (d) source, and (e) temporal relations. These five dimensions are used to explore how legal and organizational rule systems influence individual faculty behavior under conditions of political intimidation. Recent concepts from higher education and political philosophy scholarship, including anticipatory obedience and repressive legalism, are integrated within this behavior-analytic framework. Florida’s public higher education system and the Eleventh Circuit’s decision affirming the injunction against the Stop WOKE Act serve as a contemporary case study illustrating how ambiguous, incongruent, and externally imposed rules may generate self-censorship despite changing legal contingencies.
Abstract The practice of behavior analysis requires not only the delivery of technically sound, evidence-based, effective interventions but also therapeutic rapport with the clients and families for whom the interventions are designed. Research across allied health professions has established the many benefits of developing an empathetic and positive relationship with clients, yet very little research has addressed how to prepare behavior analysts to do so. Compassionate care encompasses behaviors that integrate empathy and meaningful action to support one’s well-being (Taylor et al., 2019, https://doi.org/10.1007/s40617-018-00289-3 ). The purpose of this study was to evaluate the effectiveness of a video modeling intervention to improve seven specific compassionate care behaviors in the context of discussing a progress report with a client’s caregiver. Three of the five participants substantially improved their engagement in compassionate care skills after video modeling. The two remaining participants demonstrated increased levels of compassionate care skills but did not meet a predetermined mastery criterion with video modeling alone. However, both participants quickly met the mastery criterion with the addition of immediate performance feedback. Additional analyses indicate similar patterns of acquisition of specific skill development among the five participants. Furthermore, participants reported high acceptability of the intervention and results. Implications for preservice behavior analyst training are discussed.
Abstract Strategically arranging student seating in a classroom is a commonly used antecedent intervention aimed at improving academic behaviors. This study used an alternating treatments design to investigate how classroom seating arrangements impacted the disruption and on-task behavior of four elementary students. Three seating arrangements were examined: rows, groups, and semicircles. Data collection included momentary time sampling, interval recording, and permanent product measures, with inclusion of teacher input as well as social validity measures. • Students seated within the same classroom arrangement may respond differently, highlighting the importance of evaluating individual student outcomes. • Direct measures of behavior, academic performance, and stakeholder feedback can be combined when evaluating classroom seating decisions. • Teacher collaboration can support the selection of classroom arrangements that balance behavioral outcomes and practical classroom considerations. • Data-based evaluations of antecedent interventions may help guide classroom modifications when research findings are mixed.
QUANDO ACREDITAR EM SI NÃO BASTA: AUTOEFICÁCIA, APRENDIZAGEM E COMPORTAMENTO Adriano Nicolau da Silva Vivemos em uma época em que praticamente tudo parece estar ao alcance de um clique. Nunca tivemos tanto acesso à informação, tantas possibilidades de aprendizagem e tantos recursos tecnológicos disponíveis para produzir respostas. Ainda assim, percebo uma questão que considero fundamental: […]
If you've worked in ABA for any length of time, you've probably accumulated quite the flash card collection. They're one of the most versatile teaching materials you'll ever own, yet I think many people accidentally limi...
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 ...