PS558 DIscussion
Recent Developments in Applied Behavior Analysis
From Watson's declaration of the importance of a behavioral approach in psychology to Skinner's development of radical behaviorism to the present day, applied analysis has grown and expanded in both theory and application. This week, you are learning about some more recent developments in and applications of applied behavior analysis. For this discussion, review all of the assigned readings and choose one theory or development presented in the readings which interests you. Then go to the Purdue Global Library and find one article from the Journal of Applied Behavior Analysis that describes an application of that area in a research study or research review. Be sure the article you choose is no more than 5–10 years old.
Please respond to the following:
- First, briefly describe the area of interest that you are exploring.
- Next, present a brief overview of the article you chose to review.
- Finally, using your sources throughout the course, describe why (or why not) the article you reviewed supports the specific goals and dimensions of applied behavior analysis that have been examined throughout the course.
Review two of your classmates' responses, using the following ideas as a guide and asking follow-up questions that promote further analysis and development:
- Evaluate whether your peer accurately describes the area of interest reviewed?
- Does the chosen article effectively represent research in the area of interest?
- What questions might you ask to determine whether the article reviewed supports the goals and dimensions of applied behavior analysis? Reply to Maria Barrizonte: Functional Assessment in Applied Behavior AnalysisOne area I am interested in is how functional assessment procedures have been improved in applied behavior analysis. In this case functional analysis has been known for long time as one of the best ways to figure out why problem behavior happens. For example, recently researchers have developed synthesized contingency analyses to improve how assessments are done. As well as interviewed informed synthesized contingency analysis, or IISCA, was created to make functional assessments faster and more practical. Thats why these newer approaches are meant to fit better in real life clinical settings. Even with these changes, researchers still try to keep the assessments scientific and data based. Giving us the updates to functional assessment and showing that ABA continues to grow and improve over time. Overall, these developments show that the field can adapt to real world challenges while still following core behavioral principles. Overview of Greer et al. (2020)For the article I chose to review was Greer et al. (2020) which was published in the Journal of Applied Behavior Analysis. In this case the study compared synthesized functional analyses with traditional isolated contingency analyses. We could see how the researchers wanted to combine multiple contingencies and if this would identify the function of problem behavior more effectively. For example, the participants in the study engaged in problem behaviors that needed to be assessed to determine their maintaining variables. So the researchers tested whether synthesized analyses produced different results than testing each contingency separately. Then results showed that synthesized analyses sometimes identified functions quickly, but isolated analyses often provided clear information. This way the study highlighted that the assessment methods should be chosen carefully based on the individual case. Overall, the article focused on improving how behavior analysts identify the causes of problem behavior. Connection to the goals and dimensions of ABATo determine whether the article reviewed supports the gials and dimensions of applied behavior analysis, one question I would ask is whether the behaviors studied in the article were socially significant to the individuals involved? Another possible question I can see to ask is whether the researchers clearly showed that changes in the environment actually caused changes in behavior? One of the main reasons I would ask any of these questions would be because showing clear canse and effect relationship is a big part of what makes ABA scientific. Overall, thinking about these points helps me decide whether the study really follows the main principles of applied behavior analysis. References Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97.Greer, B. D., Mitteer, D. R., Briggs, A. M., Fisher, W. W., & Sodawasser, A. J. (2020). A comparison of synthesized and isolated contingencies during functional analysis. Journal of Applied Behavior Analysis, 53(1), 330-352.Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and creating new lore. Behavior Analysis in Practice, 5(1), 54-72. Reply to Tara Upreti: As an RBT by profession, I am always amazed by how effective Discrete Trial Training (DTT), an evidence-based method in ABA, is in teaching essential skills to those with autism spectrum disorder. DTT focuses on providing clear instruction in an intensive one-on-one controlled setting. DTT involves a structured process of antecedent strategies (clear instructions), evoking responses (learner actions or behavior), and consequences (immediate praise, tokens, or error corrections) (Sigafoos et al., 2019). DTT also involves mass trials (building fluency to develop discriminative learning) and errorless prompting by using hand-over-hand guidance prompts that fade to promote independence, which helps learners gain autonomy (Sigafoos et al., 2019). By repeating the trials and varying the trials, such as massed trials and mixed trials with mastered skills, learners stay motivated to keep learning new skills without becoming overwhelmed (Sigafoos et al., 2019).Fingerhut and Moeyaert's (2022) meta-analysis reviewed 46 single-case experimental design studies to implement Discrete Trial Training (DTT) to autistic learners using Behavioral Skills Training (BST). The authors used hierarchical linear modeling (HLM) to analyze repeated measures across participants, including teachers, paraprofessionals, parents, and students. These BST modules included instruction, modeling, practice, and feedback. The findings show that after using these BST training modules, there was a statistically significant improvement in DTT implementation fidelity (91% from 41% baseline).Applied and behavioral dimensions of Baer, Wolf, and Risley focus on changing behaviors that matter in everyday life. The article focuses on a meta-analysis of DTT, which is used to teach socially significant skills to children with autism by observing teachers' behaviors, like using the correct way of implementing DTT.For analytic and technological dimensions, the study includes only single-case designs with clear experimental control, like multiple baselines, to prove BST improved fidelity. It provided detailed steps for DTT and BST methods so others could copy them exactly. Under the effective dimension, BST helped DTT accuracy rise above 90% through proper training. BST training modules follow a conceptually systematic approach by using every step of DTT implementation and incorporating the three-term contingency, prompting hierarchies, reinforcement schedules, and shaping. This DTT fidelity was conducted in different settings (school, clinic) and used by teachers, staff, and parents, showing the generality of the study. Finally, this article touches on seven dimensions of ABA by claiming that the BST module is practical, behavioral, analytic, technological, conceptually systematic, and effective across different settings and people (Baer, Wolf, & Risley, 1968; Fingerhut & Moeyaert, 2022).ReferencesBaer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97.Sigafoos, J., Carnett, A., O’Reilly, M. F., & Lancioni, G. E. (2019). Discrete trial training: A structured learning approach for children with ASD. In Behavioral interventions in schools: Evidence-based positive strategies. 2nd ed. (pp. 227–243). American Psychological Association. https://doi.org/10.1037/0000126-013Fingerhut, J., & Moeyaert, M. (2022). Training Individuals to Implement Discrete Trials with Fidelity: A Meta-Analysis. Focus on Autism and Other Developmental Disabilities, 37(4), 239–250. https://doi.org/10.1177/10883576221081076