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Applied behavior analysis (ABA) service delivery is a complicated process and some issues stemming from this process can be controversial. Ethical dilemmas can challenge ABA practitioners and require thorough examination. The goal of this paper is to identify the existence of value‐based ethical dilemmas stemming from potential tensions among underlying values and to provide behavior practitioners with a systematic approach to addressing these dilemmas. Specifically, we use a step‐by‐step protocol for ethical deliberation and dilemma resolution in situations involving value‐based ethical dilemmas. We describe the application of this approach to clinical cases and its implications for services provided via telehealth. [ABSTRACT FROM AUTHOR]

The objective of this paper is to provide a review of the current state of the literature on response interruption and intervention (RIRD) beginning with the year the term was first coined. The paper aims to replicate and refine previous reviews on this topic by including: (1) only articles that used the term "RIRD"; (2) all behaviorally oriented journals with publications on the topic; (3) articles that evaluated RIRD across multiple topographies of automatically reinforced behavior; and (4) an evaluation of measures of treatment integrity, social validity, maintenance, and generality. Suggestions for future research and use of RIRD in clinical practice will be discussed. [ABSTRACT FROM AUTHOR]

Research involving international research communities has been advocated in the field of behavior analysis (Dymond et al., 2000; Martin et al., 2016). The purpose of the present study was to report the status of behavioral research in mainland China, Hong Kong, and Taiwan, in terms of number of publications, types of research, and frequency of collaboration with international researchers. Fifteen behavioral journals were selected from the list by Cooper et al. (2020). These were searched by hand to find publications conducted in or authored by researchers from mainland China, Hong Kong, and Taiwan dating from each journal's inception to December 2021. The earliest publication we found appeared in 1980 in The Psychological Record. Over the following four decades (1980–1989; 1990–1999; 2000–2009; 2010–2021), the number of publications per decade increased dramatically and continues in recent years to rise. Publications include research reports, review papers, and conceptual articles, with the majority being basic research reports published in Behavioral Processes. Approximately half the publications involve collaboration with international researchers, mostly in North America. Implications for behavioral research, practice, and policy in mainland China, Hong Kong, and Taiwan are discussed. [ABSTRACT FROM AUTHOR]

Early intensive behavioral intervention (EIBI) is a treatment designed to increase adaptive behavior and decrease maladaptive behaviors for children with autism spectrum disorder (ASD). EIBI service providers typically collect data using pen‐and‐paper. Participants were four service providers employed at a large community‐based EIBI program. Differences in accuracy between collecting discrete‐trial‐teaching (DTT) data and challenging behavior data using pen‐and‐paper and an eHealth electronic data collection (EDC) application were assessed. The social validity of both methods of data collection was also examined. Pen‐and‐paper and EDC were equally accurate, but participants preferred using pen‐and‐paper. Our accuracy findings agreed with previous comparisons of EDC and pen‐and‐paper. Both methods of data collection are viable for an EIBI program; however, social validity considerations will determine the ease of EIBI programs transitioning to using an eHealth tool for data collection. [ABSTRACT FROM AUTHOR]

The University of California at Los Angeles‐Young Autism Project (UCLA‐YAP) provides one of the best known and most researched comprehensive applied behavior analysis‐based intervention models for young children on the autism spectrum. This paper reports a systematic literature review of replication studies over more than 30 years. The data show that the relatively high‐intensity UCLA‐YAP model can be greatly beneficial for children on the autism spectrum, particularly with regards to their cognitive functioning and adaptive behavior. This review concludes that, while more research is always welcome, the impact of the UCLA‐YAP model on autism interventions is justified by more than 30 years of outcome evidence. [ABSTRACT FROM AUTHOR]

A key component to any successful intervention aimed at increasing appropriate behavior for individuals with disabilities is the identification of potential reinforcers (Verriden & Roscoe, 2016). Preference assessments allow for the identification of specific preferred items for each individual; however, little is known about the stability of preference over time. The purpose of this review was to synthesize results from 20 studies that conducted two or more preference assessments, at least 24 h apart, and analyze the stability of preference assessment outcomes across repeated assessment administrations. This paper investigated the impact of the inter‐assessment interval (IAI; i.e., how often assessments were conducted), preference assessment format, and stimulus type (i.e., leisure items/activities, edibles, social interaction) on the stability of preference assessment outcomes. Results suggest that, across repeated administration, preference is most stable at brief IAIs (8–30 days) and when using the paired‐stimulus format (Fisher et al., 1992). Implications for practitioners and future research are discussed. [ABSTRACT FROM AUTHOR]

For individuals diagnosed with autism spectrum disorder (ASD) to make meaningful progress comprehensive intervention using evidence-based practices is required. To assist with this, the National Clearinghouse on Autism Evidence and Practice (NCAEP) recently published the Evidence-Based Practices for Children, Youth, and Young Adults with Autism Report (Steinbrenner et al., 2020). The purpose of theNCAEP report was to provide consumers with a list of interventions that have evidence of positive effects for individuals diagnosed with ASD. The NCAEP report identified 28 interventions that were considered evidence based. Given the broad nature and visibility of the NCAEP report, it may be useful to review and discuss any potentially problematic aspects of the methods and results of the NCAEP report to help inform future updates and consumers in interpreting the findings and recommendations within theNCAEPreport. Thus, the purpose of this paper is to provide a review of the Evidence-Based Practices for Children, Youth, and Young Adults with Autism report and provide recommendations to behavior analysts in regard to the report. [ABSTRACT FROM AUTHOR]

Social Stories have been implemented and evaluated clinically for individuals diagnosed with autism spectrum disorder. Social Stories are an intervention where an interventionist writes a story that describes a situation and the behaviors that the learner should display within that situation. Researchers have conducted literature reviews on Social Stories and in the majority of these reviews have found serious methodological flaws (e.g., Leaf et al., 2015; Styles, 2011; Reynhout & Carter, 2011). Yet behavior analysts continue to endorse, recommend, and implement Social Stories for individuals diagnosed with autism spectrum disorder. The purpose of this paper is to briefly review the literature on Social Stories, provide recommendations to behavior analysts on the use of Social Stories, and discuss how to best proceed when Social Stories are recommended in clinical settings. [ABSTRACT FROM AUTHOR]

Research on applied behavior analysis and sports performance has become an increasingly popular subject. It involves using behavioral measures to assess the utility of numerous interventions to enhance athletic performance. We identified 101 studies published since the late 1960s focusing on behavioral interventions to enhance sports performance. To determine the breadth of the current research, we identified each sport and the different interventions used to improve performance. Of the studies included in this review, research has investigated 23 interventions with 21 sports. The purpose of this paper is to review the current literature regarding what procedures have been evaluated, the results of this research, some of the limitations, and future directions of behavioral research on sports performance enhancement. In doing so, this review will allow readers to easily browse the current literature by the sport or intervention of interest. [ABSTRACT FROM AUTHOR]

Dementia comprises incurable neurodegenerative disorders that mainly affect cognitive function and language. At present, pharmacological and neuropsychological rehabilitation are the interventions that are most often recommended. This paper aimed to evaluate how behavior analysis is helping in the development of nonpharmacological interventions. A search was conducted of databases and journals on behavior analysis using the descriptors Aging, Alzheimer, Dementia, Elderly, Behavioral Gerontology, Behavioral Approach, and Behavioral Therapy. From the 15,024 publications retrieved, 16 were selected as behavior‐analysis research on cognition and language. We present and discuss the main results from these publications. [ABSTRACT FROM AUTHOR]

Researchers have developed an array of highly adaptable intervention packages with well‐documented efficacy for staff and teacher training. As indicated by Parsons, Rollyson, and Reid (2012) in their article on best practices in staff training, behavior analysts must use methods that are both effective and efficient given the limited resources of many human service settings (e.g., low trainer‐to‐staff ratios). The purpose of this paper is to summarize research on practical innovations for staff and teacher training, including the use of video‐based technology and self‐instruction materials that may help trainers to operate effectively despite limited time and personnel. Results are discussed in terms of the current state of the evidence for each practical innovation and considerations for integrating these strategies with best practices in staff training. Copyright © 2015 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

A hallmark of applied behavior analysis is the development of function-based interventions for problem behavior. A widely recommended function-based intervention is differential reinforcement of alternative behavior (DRA), in which reinforcement is contingent upon socially acceptable alternatives to problem behavior (e.g., teaching communication skills). Typically, DRA is introduced under rich schedules of reinforcement. Although effective for initiating behavior change, rich schedules are often impractical in the natural setting. In this study, we evaluated the extent to which a stimulus fading program could be employed to elaborate alternative behavior (mands) in two individuals diagnosed with an autism spectrum disorder. For both participants, problem behavior was reduced substantially upon implementation of the DRA procedure. Further, problem behavior rates remained low and mand rates decreased to more practical levels as the DRA behavioral requirements increased during the fading program. The fading approach demonstrated in this paper may be a useful component of intervention packages for clinicians. [ABSTRACT FROM AUTHOR]