A Survey Assessing Privacy Concerns of Smart-Home Services Provided to Individuals with Disabilities

A Survey of Barriers Experienced while Providing Supervision via Telehealth: Implications for Future Research and Practice

Telehealth is an acceptable service delivery mechanism for applied behavior analytic interventions and has led to positive outcomes for decreasing problem behavior and increasing skill acquisition in individuals with autism spectrum disorder. Literature regarding best practices for providing behavior analytic services via telehealth has increased; however, limited literature exists on training, best practices, implementation guidelines, and troubleshooting resources when providing supervision to supervisees via telehealth. Therefore, the purpose of this study was to understand the barriers to supervision via telehealth of BCBAs and those pursuing their BCBA credential. Following survey distribution and completion, participant data were analyzed for specific barriers encountered while providing behavioral supervision during telehealth and the strategies participants used to address or mitigate those barriers. Based on our findings, we also present troubleshooting resources and recommendations to help supervising behavior analysts prepare for and mitigate any supervisory barriers that may occur in the future.

Evaluating Sources of Continuing Education and Professional Development Used by Behavior Analysts

Board certified behavior analysts (BCBAs) are required to accrue continuing education units (CEUs) every 2 years, and to regularly engage in professional development. Identifying sources of CEUs and professional development activities, what factors BCBAs consider when choosing them, and their preferences and opinions could help inform the provision of CEU and professional development activities. However, little is known about those collective sources nor the preferences of behavior analysts in obtaining them. We surveyed individuals certified as BCBAs or board certified assistant behavior analysts through the Behavior Analyst Certification Board mass e-mail service to identify trends in CEU accruement and professional development and factors driving individuals to certain sources over others. Respondents indicated they value and believe peer-reviewed articles, in-person conferences, and well-known speakers over less verifiable sources such as social media platforms (e.g., Facebook groups or podcasts). Implications for improving the accessibility of high-quality sources of CEUs and professional development are discussed.

Evaluating Professional Behavior Analysts’ Literature Searches

The first section of the new Behavior Analyst Certification Board’s Ethics Code for Behavior Analysts (BACB, 2020) includes the expectation that behavior analysts will maintain competence by reading relevant literature. The purpose of the current study was to evaluate to what extent professional behavior analysts search for and access the behavior analytic literature. A survey invitation was sent through the Behavior Analyst Certification Board and social media outlets at the end of 2020; 180 professionals responded. Roughly 80% of participants searched for research at least once per month. The top three online resources used were academic web search (72.7%), a university library subscription (65.6%), and the BACB research resource (65.6%). Forty-five percent of all participants indicated satisfaction with the research resources available to them. A series of independent samples t-test and analysis of variance (ANOVA) were conducted to determine group differences. Participants with doctorates searched more frequently and reported higher satisfaction and confidence across all tested domains. Participants using a university library reported more frequent literature searches, a higher skill level in conducting searches, more confidence in their ability to conduct a meaningful literature search, more satisfaction with the research resources available to them, and were more likely to report that the identified research would inform their practice.

Examining the factors influencing college students’ continuance intention to use short-form video APP

Purpose

The purpose of this study is to explore the effects of recommendation algorithm, product reputation, new product novelty, privacy concern and privacy protection behavior on users’ satisfaction and continuance intention to use short-form video application (APP).

Design/methodology/approach

Based on the existing theories, the research model of this study was developed and 445 valid data were collected through a questionnaire survey. The partial least squares structural equation modeling (PLS-SEM) was employed for data analysis to test the research model and hypotheses.

Findings

The results reveal that the recommendation algorithm has a significant positive effect on user satisfaction, new product novelty and privacy concern. The influence of recommendation algorithm on privacy concern is negatively moderated by product reputation. Privacy concern has a significant and positive impact on privacy protection behavior, and privacy protection behavior has a significant and positive impact on user satisfaction. New product novelty also has significant impact on user satisfaction.

Originality/value

This study is one of the earliest studies to incorporate recommendation algorithm as a construct into the college students’ continuance intention to use short-form video APP. The influence of reputation as a moderator variable on the relationship between algorithm and privacy concerns is also investigated.