Training Graduate Students to Enter Fieldwork Data Using Asynchronous Online Instruction.

The curr ent study aimed to evaluate the effects of asynchronous online instruction on correct fieldwork data entry for graduate students in behavior analysis preparing to sit for the BACB exam. Previous research has been conducted on using synchronous instructional methods to teach fieldwork data entry. To our knowledge, this is the first examination of a completely asynchronous approach to teaching the new Behavior Analysis Certification Board (BACB) fieldwork requirements (BACB, 2020a). Experimenters focused on the completion of daily fieldwork activities, as well as the completion of monthly fieldwork forms. Participants were 22 graduate students beginning their fieldwork experiences in pursuit of their board certified behavior analyst credential. Most participants did not reach the mastery criterion in baseline after only reviewing the fieldwork resources provided by the BACB for both phases. After undergoing training, all participants scored above the mastery criterion in their completion of both their daily fieldwork logs and monthly forms. • Fieldwork trainees taught to fill in Trackers and monthly forms. • Asynchronous online instruction used to teach data entry using mock fieldwork scenarios. • 18 of 18 participants in the Tracker Training improved from baseline. • 18 of 20 participants in the Monthly Forms Training improved from baseline. • Correct responding for 15 participants generalized to a novel scenario. Data suggest that asynchronous online instruction is an effective method to teach fieldwork data entry. • Social validity data suggest favorable views of the training.

Comparing Simultaneous and Sequential Food Presentation to Increase Consumption of Novel Target Foods.

Two methods of food presentation (simultaneous and sequential) were compared in an adapted alternating treatment design to determine effects on consumption of target foods for three children with autism in a school setting. Preferred and nonpreferred target foods were nominated by parents, and consumption of reported preferred and nonpreferred foods was directly tested. Preferred and nonpreferred foods were then paired together and assigned to one of two conditions. In the simultaneous condition, bites of preferred and nonpreferred food were presented at the same time, with the nonpreferred food placed behind or inside the preferred food. In the sequential condition, a bite of preferred food was delivered contingent on consumption of a bite of nonpreferred food. Consumption increased in the sequential condition for two out of three participants. Implications for treatment of food selectivity in a school setting are discussed.This study describes two simple interventions to increase consumption of nonpreferred foods that can be implemented in a classroom settingThese data contribute to previous studies comparing sequential versus simultaneous presentation of foods by conducting the procedures in participants' natural settingResults indicate the efficacy of sequential presentation of preferred and nonpreferred foods without the use of escape extinctionResults also suggest further research comparing sequential versus simultaneous food presentation is warranted, given the few direct comparisons that currently exist and their overall mixed results regarding relative efficacy.

Teaching Joint Attention: Assessing Generalization and Maintenance of Effects using Multiple Exemplar Training.

The purpose of the present study was to evaluate the effects of multiple exemplar training and social reinforcement on the maintenance and generalization of joint attention initiations across toy classes. Three children with autism spectrum disorder (ASD) participated. After analyzing samples of joint attention initiations from neurotypical peers, a composite score was developed and used to evaluate joint attention initiations of the children with ASD. Gaze shifting and commenting were taught using social reinforcement in a multiple exemplar format. Training sessions were followed by probes of untrained stimuli both within and across toy classes. Results showed that the participants acquired both gaze shifting and commenting using social consequences as reinforcers. Following training, participants initiated joint attention with a frequency within the range of their typically developing peers. Multiple exemplar training was also effective in facilitating acquisition within classes and joint attention maintenance during follow-up probes. Additionally, all participants generalized the acquired skills to a class of untrained stimuli.

Teaching Graduate Students to Identify and Adhere to Practicum Requirements.

A critical component of becoming eligible to sit for the Behavior Analyst Certification Board (BACB) exam is the completion of fieldwork experience hours according to the BACB Experience Standards (2018). The accrual of experience hours must meet stringent criteria and is strongly recommended to be documented using the BACB Fieldwork Tracker. Thirteen graduate students in behavior analysis were taught to enter data into the BACB Fieldwork Tracker using mock fieldwork scenarios. Training was conducted using group behavioral skills training. The training occurred remotely using both synchronous and asynchronous components. Of the 13 participants, 11 showed improvement from baseline, and 10 met and maintained performance at mastery levels at the end of the study. Social validity scores indicated that most participants felt the training was helpful, and they reported lower levels of fieldwork accrual-related stress following training (81.8% and 72.7%, respectively). Limitations and areas for future research are discussed.

Mitigating Racial Inequity by Addressing Racism in the Criminal Justice System: A Behavior Analytic Approach.

Racial inequity in the U.S. criminal justice system is a long-standing problem that has recently garnered international attention. This article frames the problem of racial inequity in a behavior analytic context and offers potential solutions based on existent research and behavior analytic principles. We draw a parallel between the analysis of racist behavior enabled by the definitions provided by Kendi in How to Be an Antiracist and the analysis of verbal behavior made possible by the terminology posited by Skinner in Verbal Behavior in order to highlight the pertinence of applying a behavior analytic approach to the problem of racial inequity upheld by racist behavior. Immediately actionable steps to address racism in the criminal justice system and beyond are offered on a cultural, organizational, and individual level.

Using Gamification to Promote Accurate Data Entry of Practicum Experience Hours in Graduate Students.

The current study evaluated the effects of a gamified package intervention on the accurate data entry of practicum experience hours by 15 behavior analysis graduate students at a small private university. The gamified intervention (Practicum Slayer) included feedback, added reinforcement in the form of points to access putative primary reinforcement, badges, and thematic enhancement. We compared this intervention to a feedback-only condition using a multiple-baseline design across classes. We collected weekly data on the percentage of students per class who entered data into the Behavior Analyst Certification Board (BACB) Fieldwork Tracker with 100% accuracy. The intervention was effective at increasing accurate data entry for all classes, and 93.33% (14 of 15) of participants reached 100% accuracy in their data entry by the end of the study. Social validity data indicated that participants received the gamification package with moderate positivity. We discuss limitations of the study and areas for future research.

Assessing progress and outcome of early intensive behavioral intervention for toddlers with autism.

Intensive behavioral intervention for young children diagnosed with autism can produce large gains in social, cognitive, and language development. Although several studies have identified behaviors that are possible indicators of best outcome, changes in performance are typically measured using norm-referenced standardized scores referencing overall functioning level rather than via repeated observational measures of autism-specific deficits (i.e., social behavior). In the current study, 83 children with autism (CWA), aged 1, 2 and 3 years, and 58 same-aged typically developing children (TDC) were directly observed in the areas of cognitive skills, joint attention (JA), play, and stereotypic behavior using a measure called the Early Skills Assessment Tool (ESAT; MacDonald et al., 2006). CWA were assessed at entry into an EIBI program and again after 1 year of treatment. Changes in performance were compared pre- and post-treatment as well as to the normative data by age. Results indicate significant gains on the ESAT across all age groups with the greatest gains seen in the children who entered treatment prior to their second birthday. Increases were seen on direct measures of JA, play, imitation and language while decreases were seen in stereotypy regardless of level of performance at entry into EIBI. The ESAT, a direct measurement tool, served as a sensitive tool to measure changes in autism symptomatology following EIBI treatment.

Persistence during extinction: examining the effects of continuous and intermittent reinforcement on problem behavior.

This study examined behavioral persistence during extinction following continuous or intermittent reinforcement in the context of an analogue functional analysis of problem behavior. Participants were 4 children who had been diagnosed with an autism spectrum disorder and who engaged in problem behavior maintained by social reinforcement. Experimental sessions included 4 successive 5-min components: no social interaction, continuous or intermittent reinforcement for problem behavior (alternating across sessions), extinction, and no social interaction. All participants' problem behavior was more persistent during extinction following continuous reinforcement, suggesting that behavior during extinction was affected by the preceding schedule of reinforcement.

Resistance to disruption in a classroom setting.

Substantial experimental evidence indicates that behavior reinforced on a denser schedule is more resistant to disruption than is behavior reinforced on a thinner schedule. The present experiment studied resistance to disruption in a natural educational environment. Responding during familiar activities was reinforced on a multiple variable-interval (VI) 7-s VI 30-s schedule for 6 participants with developmental disabilities. Resistance to disruption was measured by presenting a distracting item. Response rates in the disruption components were compared to within-session response rates in prior baseline components. Results were consistent with the predictions of behavioral momentum theory for 5 of 6 participants.