The Repeated Acquisition Design (RAD) is a type of single-case research design (SCRD) that involves repeated and rapid measurement of irreversible discrete skills or behaviors through pre-and postintervention probes across different sets of stimuli. Researchers interested in the study of learning in animals and humans have used the RAD because of its sensitivity to detect immediate changes in rate or accuracy. Despite its strengths, critics of the RAD have cautioned against its use due to reasonable threats to internal validity like pretest effects, history, and maturation. Furthermore, many methodologists and researchers have neglected the RAD in their SCRD standards (e.g., What Works Clearinghouse [WWC], 2020;Horner et al., 2005). Unless given guidance to address threats to internal validity, researchers may avoid the design altogether or continue to use a weak version of the RAD. Therefore, we propose a set of 15 quality RAD indicators, comprising foundational elements that should be present in all RAD studies and additional features that enhance causal inference and external validity. We review contemporary RAD use and describe how the additional features strengthen the rigor of RAD studies. We end the article with suggested guidelines for interpreting effects and the strength of the evidence generated by RAD studies. We invite researchers to use these initial guidelines as a jumping off point for a more RAD future.Keywords single-case research design . repeated acquisition design . education . behavior analysis . measurement

Writing is a critical literacy skill that emerges in kindergarten. The research literature has only addressed transcription skills of kindergarteners and has failed to address text generation. The purpose of this action-research study was to investigate the effect of oral language instruction that focused on narrative text structures on kindergarten students' ability to generate written narrative text. We conducted a concurrent multiple baseline design across three groups of students with two participants in each group. Students received six instructional sessions that involved the teacher modeling a story and supporting the students while they retold and generated oral stories. Pictures and icons were used to represent story grammar elements, but were faded within session to facilitate independent storytelling. The oral language instruction had an immediate positive effect on the narrative quality of students' writing. Individual and overall effects were significant and maintained three to four weeks later. Findings suggest an efficient causal relation between oral language instruction and writing quality.Writing is a critical 21st century literacy skill and plays a conspicuous role across the lifespan. As children age and move beyond expressing wants in holiday wish lists and signing their name in cards, writing becomes a method of influence and a measure of achievement. Students with proficient writing skills can effectively communicate to others what they know and how well they know it. Furthermore, student writing can serve as an indicator of post-secondary success. In an increasingly competitive application process, most colleges and universities require written narratives and exams, evaluating student preparedness for higher-level cognitive demands. In the workforce, 82% of employers list written communication as a highly requisite job skill and use resumes, emails, and applications to evaluate applicants' writing skills (National Association of Colleges & Employers, 2019). Sadly, 23% of U.S. eighth grade students and less than 33% of high school seniors demonstrate proficient writing skills (National Center for Education Statistics, National Assessment of Educational Progress [NAEP], 2012 1 ). To prepare students with the literacy skills necessary for success in today's society, writing instruction must begin early and be effective for all students. Early writing instructionMost students are formally introduced to writing when they enter kindergarten. Very quickly, writing takes a prominent role in classroom activities and its importance is emphasized in grade

The need to bring behavior analysis to scale is no more obvious or urgent than now. Collaboration between behavior analysts and healthcare workers, educators, policymakers, mental health clinicians, social workers, and so many other professionals is critical to reaching under-resourced and traditionally marginalized populations. First, however, interprofessional collaboration must be adopted widely and reinforced within the behavior analytic community. Disciplinary centrism and hubris pose barriers to effective interprofessional collaboration, leading one to assume the position that practitioners of the same discipline are better trained and smarter than those of a different field. However, cultural humility (Wright, Behavior Analysis in Practice, 12 (4), 805–809, 2019) is an alternative to disciplinary centrism that allows professionals to retain identities born of cultural histories and training (Pecukonis, Journal of Teaching in Social Work, 40 (3), 211–220, 2020). Furthermore, cultural reciprocity is a process of self-observation and collaborative inquiry that involves questioning one’s own assumptions and forces individuals (and professions) to confront the contradictions between their values and their practices (Kalyanpur & Harry, 1999). In this paper, we revisit the call for Humble Behaviorism first made by Alan Neuringer in 1991 and the recommendations of fellow behavior analysts since. Specifically, we introduce a framework of cultural reciprocity to guide humble behaviorists as they acquire behaviors necessary to establish and maintain productive interprofessional relationships. We encourage them to act on their ethical and moral duties to address social problems of global concern and bring behavior analysis to scale.

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