Applied Behavior Analysis in Early Childhood Education: An Overview of Policies, Research, Blended Practices, and the Curriculum Framework

Shepley, Collin; Grisham-Brown, Jennifer

doi:10.1007/s40617-018-0236-x

Cited by 23 publications

(12 citation statements)

References 44 publications

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“…Certainly, professional behavior analysts do not own the principles of the science and are not the only practitioners qualified and entitled to use them; yet such sentiments exist. Principles of behavior have been and continue to be applied in a variety of disciplines, to include but not limited to sustainability and environmentally significant behavior change (e.g., Alavosius & Mattaini, 2011 ; Stern, 2000 ), education (e.g., Grisham-Brown & Hemmeter, 2017 ; Horner et al, 2005 ; Shepley & Grisham-Brown, 2018 ), social work (e.g., Clark et al, 2008 ; Kessler & Greene, 1999 ), psychology (e.g., Buchanan & Fisher, 2002 ; Dillenburger & Keenan, 2001 ; Friman et al, 1998 ; Weil et al, 2011 ), speech and language pathology (e.g., Esch & Forbes, 2017 ; Goldstein, 2002 ; Koenig & Gerenser, 2006 ), and nursing (e.g., Anbro et al, 2020 ). Behavior analysts readily use matrix training (Goldstein, 1983 ; Pauwels et al, 2015 ), but it was not originally developed by one.…”

Section: Roles and Responsibilitiesmentioning

confidence: 99%

Humble Behaviorism Redux

2022

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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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Section: Roles and Responsibilitiesmentioning

confidence: 99%

Humble Behaviorism Redux

2022

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“…Half of the parents relocated their home to access better resources. This is in contrast with the USA, where the Individuals with Disabilities Education Act (IDEA) stipulates that public education and services must cater for children with autism and their families (Department of Education, 2010;Shepley & Grisham-Brown, 2018) and where ABA-based services were endorsed by the United States Surgeon General (1999) a long time ago. In fact, all US States and Washington DC have laws to mandate health insurances to cover the needs of these children and families (National Conference of State Legislaters, 2018), including ABA-based therapies.…”

Section: Discussionmentioning

confidence: 99%

“…Despite no evidence of effectiveness, some interventions have a long history in the UK and have become so rooted in people's practices that they are unable to shift along with new evidence. Clearly, it takes time and motivation to accept ABA-based intervention, although in the USA, ABA-based interventions were used in the 1960s and behavior analysts were a recognized profession in the late 1990s (Behavior Analyst Certification Board, 2020;National Autism Center, 2009;Shepley & Grisham-Brown, 2018). Since 2017, the Behavior Analyst Certification Board has been accredited by the National Council for Certifying Agencies, the national-level quality accreditation body (Institute for Credentialing Excellence, 2017).…”

Section: Discussionmentioning

confidence: 99%

Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China

Liao

Dillenburger

2021

Autism

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This study explored the experiences of professionals and parents from the United Kingdom and China of autism-relevant policies, school involvement, and applied behavior analysis-based interventions. Semistructured interviews involving 36 parents and professionals and direct behavioral observations were carried out of five parents and three professionals. Results found: (1) a lack of autism support and applied behavior analysis-related services in both countries; (2) applied behavior analysis-based intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular applied behavior analysis-based intervention, discrete trial teaching, was similar and increased with ongoing training. Professional and parental experiences were discussed in the context of policy and educational involvement. This study illustrates the need to support children with autism and to consider regional adaptations of evidence-based practice of behavior analysis for the affected population. Lay abstract The prevalence of autism is increasing, and the development of these children and the lived experience of their families have become a global concern. Applied behavioral analytic intervention is proved to be effective in improving their cognitive abilities, language skills, and social and emotional skills, but the service delivery between developed and developing countries is different. A qualitative study was conducted to explore personal experiences with actual practice fidelity of behavior analytic services for children with autism in a Western developed country (United Kingdom) and an Eastern developing country (China). The study found: (1) a lack of support for autism and behavioral analytic services in both countries; (2) applied behavioral analytic intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular aspect of behavioral analytic interventions was similar and increased with ongoing training. This study emphasizes the need to support children with autism, and to consider regional adaptations of evidence-based practice of behavior analytic interventions for the affected population.

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“…The participants demonstrated before the intervention the ability to answer the wh-questions but not rotating questions on a particular topic. Typical programming for children with a diagnosis of ASD requires many modifications to reach mastery [37]. Due to the rigor of research, modifications were not appropriate and as such modifications could not be made to the robotmediated intervention to have all the children reach mastery.…”

Section: Summary Of Interventionsmentioning

confidence: 99%

A study on an applied behavior analysis-based robot-mediated listening comprehension intervention for ASD

Louie

Korneder

Abbas

et al. 2020

Paladyn, Journal of Behavioral Robotics

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Autism spectrum disorder (ASD) is a lifelong developmental condition that affects an individual’s ability to communicate and relate to others. Despite such challenges, early intervention during childhood development has shown to have positive long-term benefits for individuals with ASD. Namely, early childhood development of communicative speech skills has shown to improve future literacy and academic achievement. However, the delivery of such interventions is often time-consuming. Socially assistive robots (SARs) are a potential strategic technology that could help support intervention delivery for children with ASD and increase the number of individuals that healthcare professionals can positively affect. For SARs to be effectively integrated in real-world treatment for individuals with ASD, they should follow current evidence-based practices used by therapists such as Applied Behavior Analysis (ABA). In this work, we present a study that investigates the efficacy of applying well-known ABA techniques to a robot-mediated listening comprehension intervention delivered to children with ASD at a university-based ABA clinic. The interventions were delivered in place of human therapists to teach study participants a new skill as a part of their overall treatment plan. All the children participating in the intervention improved in the skill being taught by the robot and enjoyed interacting with the robot, as evident by high occurrences of positive affect as well as engagement during the sessions. One of the three participants has also reached mastery of the skill via the robot-mediated interventions.

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Applied Behavior Analysis in Early Childhood Education: An Overview of Policies, Research, Blended Practices, and the Curriculum Framework

Cited by 23 publications

References 44 publications

Humble Behaviorism Redux

Humble Behaviorism Redux

Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China

A study on an applied behavior analysis-based robot-mediated listening comprehension intervention for ASD

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