Deconstructing "technological to a fault"

The Evolution of the Conceptually Systematic Dimension and Its Current Functions in Applied Behavior Analysis

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.

The Fuzzy Concept of Applied Behavior Analysis Research

A seven-dimension framework, introduced by Baer, Wolf, and Risley in an iconic 1968 article, has become the de facto gold standard for identifying "good" work in applied behavior analysis. We examine the framework's historical context and show how its overarching attention to social relevance first arose and then subsequently fueled the growth of applied behavior analysis. Ironically, however, in contemporary use, the framework serves as a bottleneck that prevents many socially important problems from receiving adequate attention in applied behavior analysis research. The core problem lies in viewing the framework as a conjoint set in which "good" research must reflect all seven dimensions at equally high levels of integrity. We advocate a bigger-tent version of applied behavior analysis research in which, to use Baer and colleagues' own words, "The label applied is determined not by the procedures used but by the interest society shows in the problem being studied." Because the Baer-Wolf-Risley article expressly endorses the conjoint-set perspective and devalues work that falls outside the seven-dimension framework, pitching the big tent may require moving beyond that article as a primary frame of reference for defining what ABA should be.

The primatologist as a behavioral engineer

The field of primate behavior management has had only limited success in preventing and treating abnormal behaviors, such as stereotypy and self-injury, in captive non-human primates (NHP). In contrast, applied behavior analysts have had great success in treating similar topographies of behavior in human clinical settings. By adapting and adopting the behavioral principles and methodologies commonly used by applied behavior analysts, primatologists may be able to develop more effective ways to analyze, reduce, and prevent these aberrant behaviors in NHP. This article reviews studies that have used behavior analytic techniques to successfully address problem behaviors in NHP. Additionally, relevant literature from the field of applied behavior analysis is reviewed to illustrate how adopting a theoretical framework that emphasizes the determination of the underlying operant functions of behavior could lead to new behavioral technologies and advance the field of captive primate management. Am. J. Primatol. 79:e22500, 2017. © 2015 Wiley Periodicals, Inc.

Jacques Loeb, B. F. Skinner, and the legacy of prediction and control

The biologist Jacques Loeb is an important figure in the history of behavior analysis. Between 1890 and 1915, Loeb championed an approach to experimental biology that would later exert substantial influence on the work of B. F. Skinner and behavior analysis. This paper examines some of these sources of influence, with a particular emphasis on Loeb's firm commitment to prediction and control as fundamental goals of an experimental life science, and how these goals were extended and broadened by Skinner. Both Loeb and Skinner adopted a pragmatic approach to science that put practical control of their subject matter above formal theory testing, both based their research programs on analyses of reproducible units involving the intact organism, and both strongly endorsed technological applications of basic laboratory science. For Loeb, but especially for Skinner, control came to mean something more than mere experimental or technological control for its own sake; it became synonomous with scientific understanding. This view follows from (a) the successful working model of science Loeb and Skinner inherited from Ernst Mach, in which science is viewed as human social activity, and effective practical action is taken as the basis of scientific knowledge, and (b) Skinner's analysis of scientific activity, situated in the world of direct experience and related to practices arranged by scientific verbal communities. From this perspective, prediction and control are human acts that arise from and are maintained by social circumstances in which such acts meet with effective consequences.

The significance and future of functional analysis methodologies

Iwata, Dorsey, Slifer, Bauman, and Richman (1982) presented the first comprehensive and standardized methodology for identifying operant functions of aberrant behavior. This essay discusses the significance functional analysis has had for applied behavior analysis. The methodology has lessened the field's reliance on default technologies and promoted analysis of environment-behavior interactions maintaining target responses as the basis for selecting treatments. It has also contributed to the integration of basic and applied research. Future directions for this research are suggested.

Reaffirming The Importance Of “Analysis” In Applied Behavior Analysis: A Review Of A. C. Repp And R. H. Horner’s Edited Book, Functional Analysis Of Problem Behavior: From Effective Assessment To Effective Support

In recent years, much has been written about the topics of functional assessment and functional analysis in applied settings. In their book, Functional Analysis of Problem Behavior: From Effective Assessment to Effective Support, Repp and Horner (1999) have compiled a series of essays from experts on the topic. In this article, we review their work and comment on each chapter's contribution to the relevant literature. We conclude that the book meets its primary goals of expanding our view of functional analysis as well as providing those new to the field with a stronger understanding of the topic. We do, however, note some concerns with inconsistent use of functional analysis terminology and a lack of practical guidance regarding its implementation in applied settings, but we believe these limitations are inherent in the empirical literature and are not unique to this book. Thus, we strongly endorse this book as “must reading” for behaviorally oriented researchers, students, and practitioners.

Using rapidly alternating multiple schedules to assess and treat aberrant behavior in natural settings

The validity of using rapidly alternating multiple schedules (RAMS) as a method for assessing and treating aggression and disruptive behavior was demonstrated by using the naturally occurring reinforces identified in the RAMS to develop treatments that were experimentally tested. The RAMS consists of a series of 2-minute components in which a naturally occurring consequence is applied contingent on the target's behavior, alternated with components in which the consequence is not applied, with no break between components. The aggressive and disruptive behaviors of four 2- to 11-year-old children were analyzed and treated in school and home settings. The RAMS analyses yielded clear results about the reinforcing function of naturally occurring consequences in all cases, and the treatments using the reinforcers identified in the RAMS were all effective. The possible uses of the RAMS as an efficient, ecologically and experimentally valid tool for clinical assessment are discussed.

Effects of setting events on the problem behavior of students with severe disabilities

Two studies analyzed the effects of preceding setting events on the problem behavior of students with severe disabilities. Using ABAB withdrawal designs, the occurrence versus nonoccurrence of preceding setting events was analyzed in relation to the frequency of problem behavior. Data were collected throughout a student's school day, with interventions focusing upon the elimination of setting events that occurred before school. The results indicate that (a) the occurrence of preceding setting events was related to higher frequencies of problem behavior and (b) interventions designed to eliminate preceding setting events were consistently associated with low frequencies of problem behavior.