RESUMO
The advisory board's makeup tends to consist of professionals with domains of expertise relevant to the organization they serve. Organizations invite advisory board members to guide the organization's efforts over an extended period. Still, they do not have fiduciary, operational, or decision-making responsibilities for the organization in the way that a board of directors does. This article provides a framework for a behavior-analytic organization to (a) identify whether an advisory board would be feasible and beneficial, (b) establish an advisory board, and (c) engage and manage an advisory board to best leverage the unique skills and interests of the members. The article includes 2 examples of advisory boards to illustrate the suggested framework and recommendations.
RESUMO
The Behavior Analysis Certification Board continues to increase the standards for supervision of trainees, which is needed in order for the field to continually improve. However, this presents a challenge for organizations to meet the needs of both their clients and their supervisees based on these increasing standards. Throughout the ages, experts in all trades have passed along their knowledge and skill through apprenticeship opportunities. An apprenticeship supervision model is described that allows Board Certified Behavior Analysts to supervise future behavior analysts by mentoring, educating, and training supervisees on the science of human behavior in a format that is mutually beneficial. This innovative supervision model is discussed as it applies to an applied behavior analysis human service organization with the goal of creating a system that results in high-quality supervision in a cost-effective manner while providing maximal learning for the supervisee. The organization's previous supervision difficulties are described prior to implementing the apprenticeship supervision model, and the benefits of developing and using the apprenticeship supervision model are outlined.
RESUMO
Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatment design study explored the effectiveness of concrete (physical objects that can be manipulated) and virtual (3-D objects from the Internet that can be manipulated) manipulatives to teach single- and double-digit subtraction skills. Participants in this study included three elementary-aged students (ages ranging from 6 to 10) diagnosed with ASD. Students were selected from a clinic-based setting, where all participants received medically necessary intensive services provided via one-to-one, trained therapists. Both forms of manipulatives successfully assisted students in accurately and independently solving subtraction problem. However, all three students demonstrated greater accuracy and faster independence with the virtual manipulatives as compared to the concrete manipulatives. Beyond correctly solving the subtraction problems, students were also able to generalize their learning of subtraction through concrete and virtual manipulatives to more real-world applications.
