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Stalford D, Graham S, Keenan M. A Discussion of Positive Behavior Support and Applied Behavior Analysis in the Context of Autism Spectrum Disorder in the UK and Ireland. Behav Anal Pract 2024; 17:442-455. [PMID: 38966271 PMCID: PMC11219608 DOI: 10.1007/s40617-023-00905-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/22/2023] [Indexed: 07/06/2024] Open
Abstract
This article addresses the relationship between applied behavior analysis (ABA) and the emergence of positive behavior support (PBS) in context of autism spectrum disorder (ASD) in the UK and Ireland. Two overarching issues that are salient in this discussion are professional training and certification. To date, there has been a lack of standardized training or statutory requirements to practice PBS despite proponents insisting that its practice should be grounded in behavior analytic principles. Furthermore, there is an undercurrent of anti-ABA bias fueled by misinterpretation and unsubstantiated anecdotal claims used to promote an alternative "value based" approach to managing behavior.
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Affiliation(s)
- David Stalford
- Ulster University-Coleraine Campus, Londonderry, Northern Ireland
| | - Scott Graham
- Ulster University, Coleraine, Londonderry, Northern Ireland
| | - Michael Keenan
- Ulster University, Coleraine, Londonderry, Northern Ireland
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2
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Araiba S. The Evolution of the Conceptually Systematic Dimension and Its Current Functions in Applied Behavior Analysis. Perspect Behav Sci 2024; 47:1-27. [PMID: 38660509 PMCID: PMC11035531 DOI: 10.1007/s40614-024-00396-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/06/2024] [Indexed: 04/26/2024] Open
Abstract
What does it mean to be conceptually systematic in contemporary applied behavior analysis (ABA) research and practice? To answer this question, the present study conducted a historical analysis of ABA scholars' interpretations of the conceptually systematic dimension of ABA over the last 55 years. The present article found the current characteristics of the conceptually systematic dimension are indeed sufficient to suggest ABA's conceptual independence from the experimental analysis of behavior or any other subdisciplines of behavior analysis. Based on this finding, this article addresses the challenges in contemporary ABA field such as ABA's own basic and applied continuum, translational research, and its relationship with other disciplines' research and practice.
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Affiliation(s)
- Sho Araiba
- University of Hawaii, 1645 Ala Wai Blvd., Honolulu, HI 96815 USA
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Dunworth C, Mahon D, McSharry J, Holloway J, Lydon H. Barriers and facilitators to practitioners' implementation of positive behavior support practice in social care organizations in Ireland. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023:17446295231178073. [PMID: 37230757 DOI: 10.1177/17446295231178073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
In Ireland, the provision of behavior support services has developed following the introduction of Health Information and Quality Authority (2013) standards and the regulation of Positive Behavior Support (PBS) under the Health Act (2007). The purpose of this study was to explore what factors facilitate and act as barriers to implementation of behavioral recommendations in Intellectual Disability organizations from the practitioner's perspective. Twelve interviews were carried out, audio recorded, transcribed and analysed using Braun and Clarke's (2006) Thematic Analysis. One superordinate theme (administrator support), four themes (values, resources, relationships and implementation of consequences) and five sub-themes (staff turnover and burnout, training and knowledge, time and physical contact, relationships between practitioners and staff and staff and service users) were identified, all interconnected in the implementation process. A common thread reflected throughout the themes, was the practitioner's acknowledgment of barriers overpowering facilitation which resulted in a less than optimum implementation of PBS.
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Affiliation(s)
- Cayleigh Dunworth
- Applied Behaviour Research Clinic (ABRC), School of Psychology, University of Galway, Ireland
| | - Dearbhaile Mahon
- Applied Behaviour Research Clinic (ABRC), School of Psychology, University of Galway, Ireland
| | - Jenny McSharry
- Health Behaviour Change Research Group, School of Psychology, University of Galway, Ireland
| | - Jennifer Holloway
- Applied Behaviour Research Clinic (ABRC), School of Psychology, University of Galway, Ireland
| | - Helena Lydon
- Applied Behaviour Research Clinic (ABRC), School of Psychology, University of Galway, Ireland
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Gover HC, Hanley GP, Ruppel KW, Landa RK, Marcus J. Prioritizing choice and assent in the assessment and treatment of food selectivity. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2023; 69:53-65. [PMID: 36743323 PMCID: PMC9897803 DOI: 10.1080/20473869.2022.2123196] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 09/02/2022] [Accepted: 09/04/2022] [Indexed: 06/18/2023]
Abstract
Food selectivity affects up to 72% and 45% of individuals with and without disabilities, respectively, and there is a need for interventions that rely on positive, unrestrictive strategies. We evaluated an assessment and treatment package for food selectivity for young children with developmental disabilities that prioritized caregiver collaboration, client autonomy, and did not rely on restrictive procedures (e.g. escape extinction). The process involved: (a) collaborating with caregivers on the selection of foods and design of the children's functional analyses; (b) indirectly and directly measuring food preferences prior to treatment; (c) evaluating the sensitivity of mealtime problem behavior to environmental variables through an interview-informed synthesized contingency analysis (IISCA); and (c) incorporating the assessment results into a progressive treatment process consisting of choice-making opportunities and differential reinforcement of successive approximations to consumption. Children also had the ability to opt in and out of treatment sessions. The treatment was effective in increasing consumption of nonpreferred foods and successfully extended to caregivers. Practical implications and directions for future research are discussed.
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Affiliation(s)
- Holly C. Gover
- Vanderbilt Kennedy Center, Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University Medical Center, Western New England University, Springfield, MA, USA
| | - Gregory P. Hanley
- Vanderbilt Kennedy Center, Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University Medical Center, Western New England University, Springfield, MA, USA
| | - Kelsey W. Ruppel
- Vanderbilt Kennedy Center, Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University Medical Center, Western New England University, Springfield, MA, USA
| | - Robin K. Landa
- Vanderbilt Kennedy Center, Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University Medical Center, Western New England University, Springfield, MA, USA
| | - Juliana Marcus
- Vanderbilt Kennedy Center, Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University Medical Center, Western New England University, Springfield, MA, USA
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Bradshaw J, Wolfe K, Hock R, Scopano L. Advances in Supporting Parents in Interventions for Autism Spectrum Disorder. Pediatr Clin North Am 2022; 69:645-656. [PMID: 35934491 PMCID: PMC11017782 DOI: 10.1016/j.pcl.2022.04.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The rising prevalence of autism spectrum disorder (ASD) calls for clear referral and treatment guidelines for children with ASD and their caregivers. Caregiver involvement in intervention is a standard practice of care and research suggests that teaching intervention strategies to caregivers can improve child outcomes and increase caregiver efficacy. Caregiver-mediated interventions that are naturalistic, developmental, and behavioral are effective in improving social and communication skills for children with ASD. Caregiver training models that use behavioral strategies are effective in reducing challenging behaviors. Finally, reducing caregiver barriers to treatment implementation, including stress and strain, are becoming critical components for improving the well-being and care of children with ASD and their families.
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Affiliation(s)
- Jessica Bradshaw
- University of South Carolina, 1800 Gervais Street, Columbia, SC 29201, USA.
| | - Katie Wolfe
- University of South Carolina, 820 Main Street, Columbia, SC 29208, USA
| | - Robert Hock
- University of South Carolina, 1512 Pendleton Street, Columbia, SC 29208, USA
| | - Layne Scopano
- University of South Carolina, 1800 Gervais Street, Columbia, SC 29201, USA
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Reid DH. Contributions of positive behavior support amid lingering questions over its relationship with behavior analysis: A review of Positive behavior supports for adults with disabilities in employment, community, and residential settings by Storey and Post. J Appl Behav Anal 2020. [DOI: 10.1002/jaba.671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Maerlender A, Lichtenstein JD, Parent-Nichols J, Higgins K, Reisher P. Concussion competencies: a training model for school-based concussion management. Concussion 2019; 4:CNC61. [PMID: 31467685 PMCID: PMC6714066 DOI: 10.2217/cnc-2018-0008] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2018] [Accepted: 12/13/2018] [Indexed: 11/21/2022] Open
Abstract
This study reports on the use of ten knowledge competencies related to the behavioral management of concussion in schools. Trainings using these competencies as learning objectives were delivered to school personnel. This aims of the use of competencies in this way are to streamline the education of key stakeholders, to establish clear roles and responsibilities for constituents and equip individuals working with students following a concussion with the relevant knowledge to optimize outcomes. The majority of participants, primarily speech language pathologists working as related service providers in the schools where the trainings occurred, judged the use of the competencies to be informative and useful to their practice both immediately following the training and at a 5-month follow-up. The greatest gains in knowledge were noted by those participants self-reporting the least amount of knowledge pre-training. Participants also ranked the perceived value and relative importance of each of the ten competencies.
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Affiliation(s)
- Arthur Maerlender
- University of Nebraska, Center for Brain, Biology & Behavior C 86 East Stadium, Lincoln, NE 68588-0156, USA.,University of Nebraska, Center for Brain, Biology & Behavior C 86 East Stadium, Lincoln, NE 68588-0156, USA
| | - Jonathan D Lichtenstein
- Director, Pediatric Neuropsychological Services Dartmouth-Hitchcock Medical Center, Assistant Professor of Psychiatry, Geisel School of Medicine at Dartmouth HB 7750 Department of Psychiatry One Medical Center Drive Lebanon, NH 03756, USA.,Director, Pediatric Neuropsychological Services Dartmouth-Hitchcock Medical Center, Assistant Professor of Psychiatry, Geisel School of Medicine at Dartmouth HB 7750 Department of Psychiatry One Medical Center Drive Lebanon, NH 03756, USA
| | - Jennifer Parent-Nichols
- Assistant Professor Franklin Pierce University 670 North Commercial St. Manchester, NH 03101, USA.,Assistant Professor Franklin Pierce University 670 North Commercial St. Manchester, NH 03101, USA
| | - Kate Higgins
- University of Nebraska, Center for Brain, Biology & Behavior C 86 East Stadium, Lincoln, NE 68588-0156, USA.,University of Nebraska, Center for Brain, Biology & Behavior C 86 East Stadium, Lincoln, NE 68588-0156, USA
| | - Peggy Reisher
- Brain Injury Alliance of Nebraska PO Box 22147 Lincoln, NE 68542, USA.,Brain Injury Alliance of Nebraska PO Box 22147 Lincoln, NE 68542, USA
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Applied Behavioral Science Goes to Scale: A Review of Biglan’s The Nurture Effect. THE BEHAVIOR ANALYST 2015. [DOI: 10.1007/s40614-015-0033-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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LaVigna GW, Willis TJ. The efficacy of positive behavioural support with the most challenging behaviour: the evidence and its implications. JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY 2012; 37:185-195. [PMID: 22774760 DOI: 10.3109/13668250.2012.696597] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
BACKGROUND Positive behaviour support (PBS) is behaviour analysis applied in support of people with challenging behaviour. Questions have been raised as to PBS effectiveness, costs, and accessibility. METHOD Outcome studies meeting specified criteria for PBS were selected for review. All told, 12 outcome studies encompassing 423 cases were included. RESULTS This review showed that PBS was effective with both severe and high-rate behaviour problems, was cost-effective, used a methodology that was easily trained and widely disseminated, and worked in institutional settings in which the most difficult problems are thought to be, as well as in the community. CONCLUSIONS The major implication of this review is that practitioners may be obligated to use PBS when faced with the need to develop a plan of support given the ethical principle of using the least restrictive method consistent with the right to effective treatment.
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Affiliation(s)
- Gary W LaVigna
- Institute for Applied Behavior Analysis, Los Angeles, CA 90045, USA.
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Johnston JM, Foxx RM, Jacobson JW, Green G, Mulick JA. Positive behavior support and applied behavior analysis. THE BEHAVIOR ANALYST 2012; 29:51-74. [PMID: 22478452 DOI: 10.1007/bf03392117] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This article reviews the origins and characteristics of the positive behavior support (PBS) movement and examines those features in the context of the field of applied behavior analysis (ABA). We raise a number of concerns about PBS as an approach to delivery of behavioral services and its impact on how ABA is viewed by those in human services. We also consider the features of PBS that have facilitated its broad dissemination and how ABA might benefit from emulating certain practices of the PBS movement.
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Anderson CM, Kincaid D. Applying behavior analysis to school violence and discipline problems: Schoolwide positive behavior support. THE BEHAVIOR ANALYST 2012; 28:49-63. [PMID: 22478439 DOI: 10.1007/bf03392103] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
School discipline is a growing concern in the United States. Educators frequently are faced with discipline problems ranging from infrequent but extreme problems (e.g., shootings) to less severe problems that occur at high frequency (e.g., bullying, insubordination, tardiness, and fighting). Unfortunately, teachers report feeling ill prepared to deal effectively with discipline problems in schools. Further, research suggests that many commonly used strategies, such as suspension, expulsion, and other reactive strategies, are not effective for ameliorating discipline problems and may, in fact, make the situation worse. The principles and technology of behavior analysis have been demonstrated to be extremely effective for decreasing problem behavior and increasing social skills exhibited by school children. Recently, these principles and techniques have been applied at the level of the entire school, in a movement termed schoolwide positive behavior support. In this paper we review the tenets of schoolwide positive behavior support, demonstrating the relation between this technology and applied behavior analysis.
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Dunlap G, Carr EG, Horner RH, Zarcone JR, Schwartz I. Positive Behavior Support and Applied Behavior Analysis. Behav Modif 2008; 32:682-98. [PMID: 18420542 DOI: 10.1177/0145445508317132] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Positive behavior support (PBS) emerged in the mid-1980s as an approach for understanding and addressing problem behaviors. PBS was derived primarily from applied behavior analysis (ABA). Over time, however, PBS research and practice has incorporated evaluative methods, assessment and intervention procedures, and conceptual perspectives associated with a number of additional disciplines. Recently, there has been some confusion regarding the definition of PBS and, in particular, its relationship to ABA. In this article, it was noted that the practice of PBS and ABA, in some instances, can be indistinguishable but that important differences in definitions and emphases mandate an explicit distinction. The purpose of this article is to address some of the key points of confusion, identify areas of overlap and distinction, and facilitate a constructive and collegial dialog between proponents of the PBS and ABA perspectives.
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Hanley GP, Piazza CC, Fisher WW, Maglieri KA. On the effectiveness of and preference for punishment and extinction components of function-based interventions. J Appl Behav Anal 2005; 38:51-65. [PMID: 15898474 PMCID: PMC1224409 DOI: 10.1901/jaba.2005.6-04] [Citation(s) in RCA: 93] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
The current study describes an assessment sequence that may be used to identify individualized, effective, and preferred interventions for severe problem behavior in lieu of relying on a restricted set of treatment options that are assumed to be in the best interest of consumers. The relative effectiveness of functional communication training (FCT) with and without a punishment component was evaluated with 2 children for whom functional analyses demonstrated behavioral maintenance via social positive reinforcement. The results showed that FCT plus punishment was more effective than FCT in reducing problem behavior. Subsequently, participants' relative preference for each treatment was evaluated in a concurrent-chains arrangement, and both participants demonstrated a dear preference for FCT with punishment. These findings suggest that the treatment-selection process may be guided by person-centered and evidence-based values.
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Affiliation(s)
- Gregory P Hanley
- Department of Applied Behavioral Science, University of Kansas, 1000 Sunnyside Ave., Lawrence, Kansas 66045, USA.
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