What's the Big IDEA? A Preliminary Analysis of Behavior Analysts' Self-Reported Training in and Knowledge of Federal Special Education Law.

Many behavior analysts currently work in school settings or with individuals who may qualify for educational services through federal special education law. However, it remains unclear what training, if any, behavior analysts receive in this law. Behavior analysts have an ethical responsibility to practice within their scope of competency and in compliance with legal regulations. Thus, it is important to determine whether behavior analysts practicing in the United States are adequately prepared and familiar with federal special education law. The current study consisted of a survey wherein respondents answered questions pertaining to the relevance of federal special education law, their familiarity with core terminology, and the alignment between the law and the Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board, 2016). Respondents' self-report indicates that behavior analysts hold conflicting views on how federal special education law aligns with and influences their role as service providers. As such, practitioners and agencies alike may benefit from explicit clarification of the responsibility Board Certified Behavior Analysts have to seek training in and adhere to federal special education law.

The influence of correlations between noncritical features and reinforcement on stimulus generalization.

One strategy to program for generalization is to vary noncritical features in teaching exemplars, thereby avoiding noncritical features from being highly correlated with reinforcement and thus gaining faulty stimulus control. In the current translational evaluation, 2 groups of adults of typical development were taught to respond to arbitrary stimuli with experimenter-defined critical and noncritical features in a matching-to-sample task. The teaching arrangement used for 1 group programmed for low correlation between noncritical features and reinforcement; the teaching arrangement used for the other group programmed for high correlation between noncritical features and reinforcement. Participants in the former group displayed (a) faster acquisition of matching, (b) less variability in correct responding, and (c) a decreased likelihood of faulty stimulus control developing during training. The results contribute towards advancing the study of stimulus control and developing an explicit technology of generalization to better serve consumers of the application of our science.