RESUMEN
When Behavior Analysis in Practice (BAP) was founded 15 years ago, questions were raised about whether a practitioner-focused journal was really needed to complement our field's well-established applied research periodicals. Like research journals, BAP publishes primary research reports for which scholarly citations are one measure of impact. Unlike most research journals, it also was intended to achieve dissemination impact, which implies influence on people who may not conduct research or leave behind citations. Using altmetric data as an objective measure of dissemination impact, we present evidence that BAP is becoming a leader in this domain among applied behavior analysis journals, and thus appears to be accomplishing exactly what it was designed to. We recommend explicitly relying on dissemination impact data to help shape the journal's future development.
RESUMEN
Applied behavior analysis (ABA), the practical wing of behavior science, is defined by its focus on socially significant behavior and characterized by an assumed relevance to every domain of it. Although advocates claim ABA has world-changing potential, disagreements exist about how well the science has met its potential for far-ranging social significance. To advance this discussion, we present an extensive list of socially significant behavior domains to which ABA has given empirical attention. The list demonstrates the broad applicability of behavior analysis and suggests some themes future researchers could emphasize to help ABA achieve world-changing impact. Supplementary Information: The online version contains supplementary material available at 10.1007/s40614-022-00336-z.
RESUMEN
This study compared the effectiveness of two procedures to reduce behavior evoked by a reflexive conditioned motivating operation (CMO-R). Task demands were shown to evoke escape-maintained problem behavior for 4 students with disabilities. Alternative communication responses were taught as an appropriate method to request escape and this treatment combined with extinction for problem behavior led to decreases in problem behavior for all students. A beeping timer was then arranged to temporally precede the task demand to create a CMO-R that evoked communication responses. When data showed that the sound of the timer was functioning as a CMO-R, two methods to reduce behavior evoked by a CMO-R-extinction unpairing and noncontingent unpairing-were evaluated. Results indicated that noncontingent unpairing was an effective method to reduce the evocative effects of the CMO-R. Extinction produced unsystematic effects across participants. Results are discussed in terms of abolishing CMOs and the implications of CMOs.
