Advances in Our Understanding of Behavioral Intervention: 1980 to 2020 for Individuals Diagnosed with Autism Spectrum Disorder / Justin B. LEAF in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4395-4410 Titre : Advances in Our Understanding of Behavioral Intervention: 1980 to 2020 for Individuals Diagnosed with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Justin B. LEAF, Auteur ; Joseph H. CIHON, Auteur ; Julia L. FERGUSON, Auteur ; Christine M. MILNE, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur Article en page(s) : p.4395-4410 Langues : Anglais (eng) Mots-clés : Applied Behavior Analysis  Autism Spectrum Disorder/diagnosis/therapy  Behavior Therapy  Humans  Applied behavior analysis  Behavior analysis  Behavioral intervention  Certification  Intensive behavioral intervention Index. décimale : PER Périodiques Résumé : There are three branches of science of behavior analysis [i.e., experimental analysis of behavior, behavior analysis, and applied behavior analysis (ABA)]. ABA can be defined as a systematic approach to understanding behavior of social interest. For the past 40 plus years, researchers have evaluated ABA and ABA based procedures (e.g., behavioral intervention) as they relate to individuals diagnosed with autism spectrum disorder (ASD) and have implemented behavioral intervention in clinical settings for individuals diagnosed with ASD. In this paper, we discuss some of the pivotal contributions in the field of ABA in research and clinical practice. Additionally, we provide recommendations for the science and clinical practice of behavioral intervention in the next 40 years. En ligne : http://dx.doi.org/10.1007/s10803-020-04481-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Advances in Our Understanding of Behavioral Intervention: 1980 to 2020 for Individuals Diagnosed with Autism Spectrum Disorder [texte imprimé] / Justin B. LEAF, Auteur ; Joseph H. CIHON, Auteur ; Julia L. FERGUSON, Auteur ; Christine M. MILNE, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur . - p.4395-4410. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4395-4410 Mots-clés : Applied Behavior Analysis  Autism Spectrum Disorder/diagnosis/therapy  Behavior Therapy  Humans  Applied behavior analysis  Behavior analysis  Behavioral intervention  Certification  Intensive behavioral intervention Index. décimale : PER Périodiques Résumé : There are three branches of science of behavior analysis [i.e., experimental analysis of behavior, behavior analysis, and applied behavior analysis (ABA)]. ABA can be defined as a systematic approach to understanding behavior of social interest. For the past 40 plus years, researchers have evaluated ABA and ABA based procedures (e.g., behavioral intervention) as they relate to individuals diagnosed with autism spectrum disorder (ASD) and have implemented behavioral intervention in clinical settings for individuals diagnosed with ASD. In this paper, we discuss some of the pivotal contributions in the field of ABA in research and clinical practice. Additionally, we provide recommendations for the science and clinical practice of behavioral intervention in the next 40 years. En ligne : http://dx.doi.org/10.1007/s10803-020-04481-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder / Justin B. LEAF in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.243-259 Titre : An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Justin B. LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Christine M. MILNE, Auteur ; Mitchell TAUBMAN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur ; Norma TORRES, Auteur ; Donna TOWNLEY-COCHRAN, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.243-259 Langues : Anglais (eng) Mots-clés : Autism  Applied behavior analysis  Progressive ABA  Social skills  Social skills groups Index. décimale : PER Périodiques Résumé : In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The social skills group consisted of 32, 2 h sessions. Teachers implemented a variety of behaviorally based procedures. A blind evaluator measured participants’ behavior immediately prior to intervention, immediately following intervention, and during 16 and 32-week maintenance probes. Results of the study demonstrated that participants made significant improvements with their social behavior (p < .001) following intervention, and the results were maintained up to 32 weeks after intervention had concluded. En ligne : http://dx.doi.org/10.1007/s10803-016-2949-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder [texte imprimé] / Justin B. LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Christine M. MILNE, Auteur ; Mitchell TAUBMAN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur ; Norma TORRES, Auteur ; Donna TOWNLEY-COCHRAN, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur ; Paul J. YODER, Auteur . - p.243-259. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.243-259 Mots-clés : Autism  Applied behavior analysis  Progressive ABA  Social skills  Social skills groups Index. décimale : PER Périodiques Résumé : In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The social skills group consisted of 32, 2 h sessions. Teachers implemented a variety of behaviorally based procedures. A blind evaluator measured participants’ behavior immediately prior to intervention, immediately following intervention, and during 16 and 32-week maintenance probes. Results of the study demonstrated that participants made significant improvements with their social behavior (p < .001) following intervention, and the results were maintained up to 32 weeks after intervention had concluded. En ligne : http://dx.doi.org/10.1007/s10803-016-2949-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder / Wafa A. ALJOHANI in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.83-95 Titre : Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Wafa A. ALJOHANI, Auteur ; Asim JAVED, Auteur ; Julia L. FERGUSON, Auteur ; Joseph H. CIHON, Auteur ; Christine M. MILNE, Auteur ; Justin B. LEAF, Auteur Article en page(s) : p.83-95 Langues : Anglais (eng) Mots-clés : autism  discrete trial teaching  simultaneous prompt  error correction  prompting Index. décimale : PER Périodiques Résumé : This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials. En ligne : https://doi.org/10.1177/10883576211036429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder [texte imprimé] / Wafa A. ALJOHANI, Auteur ; Asim JAVED, Auteur ; Julia L. FERGUSON, Auteur ; Joseph H. CIHON, Auteur ; Christine M. MILNE, Auteur ; Justin B. LEAF, Auteur . - p.83-95. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.83-95 Mots-clés : autism  discrete trial teaching  simultaneous prompt  error correction  prompting Index. décimale : PER Périodiques Résumé : This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials. En ligne : https://doi.org/10.1177/10883576211036429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

Evaluating the Relationship Between Performance on a Multiple-Choice Examination and Common ABA-Based Procedures / Justin B. LEAF in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.113-123 Titre : Evaluating the Relationship Between Performance on a Multiple-Choice Examination and Common ABA-Based Procedures Type de document : texte imprimé Auteurs : Justin B. LEAF, Auteur ; Joseph H. CIHON, Auteur ; Julia L. FERGUSON, Auteur ; Christine M. MILNE, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur Article en page(s) : p.113-123 Langues : Anglais (eng) Mots-clés : certification;staff assessment;staff training;training Index. décimale : PER Périodiques Résumé : To ensure the quality of training, skills developed and maintained, and expected standards for behavior analysts, several systems have been put into place across the years. Of these systems, perhaps the most widespread was the development of the Behavior Analyst Certification Board in 1998. Once all requirements are met, the final determinative step in obtaining certification is a multiple-choice examination. The use of a multiple-choice examination as the final determinative step in obtaining behavior analytic certification may create some concerns for behavior analysts. Identification of a positive correlation between the multiple-choice examination and performance may help ameliorate these concerns. The purpose of this study was to evaluate any potential correlations between scores on a popular commercially available prep examination and basic applied behavior analysis (ABA)-based autism intervention procedures with 25 professionals. Overall, the results indicated that multiple-choice examination scores were not significantly correlated with any assessments of performance. En ligne : http://dx.doi.org/10.1177/10883576221110170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] Evaluating the Relationship Between Performance on a Multiple-Choice Examination and Common ABA-Based Procedures [texte imprimé] / Justin B. LEAF, Auteur ; Joseph H. CIHON, Auteur ; Julia L. FERGUSON, Auteur ; Christine M. MILNE, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur . - p.113-123. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.113-123 Mots-clés : certification;staff assessment;staff training;training Index. décimale : PER Périodiques Résumé : To ensure the quality of training, skills developed and maintained, and expected standards for behavior analysts, several systems have been put into place across the years. Of these systems, perhaps the most widespread was the development of the Behavior Analyst Certification Board in 1998. Once all requirements are met, the final determinative step in obtaining certification is a multiple-choice examination. The use of a multiple-choice examination as the final determinative step in obtaining behavior analytic certification may create some concerns for behavior analysts. Identification of a positive correlation between the multiple-choice examination and performance may help ameliorate these concerns. The purpose of this study was to evaluate any potential correlations between scores on a popular commercially available prep examination and basic applied behavior analysis (ABA)-based autism intervention procedures with 25 professionals. Overall, the results indicated that multiple-choice examination scores were not significantly correlated with any assessments of performance. En ligne : http://dx.doi.org/10.1177/10883576221110170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

The Importance of Professional Discourse for the Continual Advancement of Practice Standards: The RBT® as a Case in Point / Justin B. LEAF in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1789-1801 Titre : The Importance of Professional Discourse for the Continual Advancement of Practice Standards: The RBT® as a Case in Point Type de document : texte imprimé Auteurs : Justin B. LEAF, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur ; Andy BONDY, Auteur ; Joseph H. CIHON, Auteur ; Ronnie DETRICH, Auteur ; John ESHLEMAN, Auteur ; Julia L. FERGUSON, Auteur ; Richard M. FOXX, Auteur ; B.J. FREEMAN, Auteur ; Peter F. GERHARDT, Auteur ; Sigrid S. GLENN, Auteur ; Megan MILLER, Auteur ; Christine M. MILNE, Auteur ; Toby MOUNTJOY, Auteur ; Tracee PARKER, Auteur ; Joshua PRITCHARD, Auteur ; Robert K. ROSS, Auteur ; Melissa S. SAUNDERS, Auteur ; Todd STREFF, Auteur Article en page(s) : p.1789-1801 Langues : Anglais (eng) Mots-clés : Applied behavior analysis  Autism  Behavior Analysis Certification Board®  Registered Behavior Technicianâ„¢  the RBT as a certification we wanted to declare that some might view it as a  conflict of interest. It should be noted that the JM, JHC, JLF, BJF, CMM, TM, JP,  and RKR author have either developed or are a part of the Progressive Behavior  Analyst Autism Council which has a certification entitled the Certified Progressive  Behavior Analyst-Autism Professional. Also, Autism Partnerhsip Foundation provides  an online RBT training free of charge, which JBL, RL, JM, JHC, JLF, CMM, TM and  TP have helped develop. Index. décimale : PER Périodiques Résumé : The Behavior Analyst Certification Board (BACB®) created a third level of certification, the Registered Behavior Technicianâ„¢ (RBT®) in 2014. The RBT® was created based upon the requests of stakeholders who wanted to credential those individuals who make direct contact with clients under the supervision of a Board Certified Behavior Analyst®. There has been tremendous growth in the number of RBTs® with over 60,000 individuals certified to date. The BACB® recently sent out a newsletter outlining changes to the RBT® certification, including the processes of training, supervising, and becoming an RBT®. These changes represent a number of potential concerns. The purpose of this paper is to highlight these concerns and to propose solutions to improve the RBT® certification. En ligne : http://dx.doi.org/10.1007/s10803-020-04631-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] The Importance of Professional Discourse for the Continual Advancement of Practice Standards: The RBT® as a Case in Point [texte imprimé] / Justin B. LEAF, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur ; Andy BONDY, Auteur ; Joseph H. CIHON, Auteur ; Ronnie DETRICH, Auteur ; John ESHLEMAN, Auteur ; Julia L. FERGUSON, Auteur ; Richard M. FOXX, Auteur ; B.J. FREEMAN, Auteur ; Peter F. GERHARDT, Auteur ; Sigrid S. GLENN, Auteur ; Megan MILLER, Auteur ; Christine M. MILNE, Auteur ; Toby MOUNTJOY, Auteur ; Tracee PARKER, Auteur ; Joshua PRITCHARD, Auteur ; Robert K. ROSS, Auteur ; Melissa S. SAUNDERS, Auteur ; Todd STREFF, Auteur . - p.1789-1801. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1789-1801 Mots-clés : Applied behavior analysis  Autism  Behavior Analysis Certification Board®  Registered Behavior Technicianâ„¢  the RBT as a certification we wanted to declare that some might view it as a  conflict of interest. It should be noted that the JM, JHC, JLF, BJF, CMM, TM, JP,  and RKR author have either developed or are a part of the Progressive Behavior  Analyst Autism Council which has a certification entitled the Certified Progressive  Behavior Analyst-Autism Professional. Also, Autism Partnerhsip Foundation provides  an online RBT training free of charge, which JBL, RL, JM, JHC, JLF, CMM, TM and  TP have helped develop. Index. décimale : PER Périodiques Résumé : The Behavior Analyst Certification Board (BACB®) created a third level of certification, the Registered Behavior Technicianâ„¢ (RBT®) in 2014. The RBT® was created based upon the requests of stakeholders who wanted to credential those individuals who make direct contact with clients under the supervision of a Board Certified Behavior Analyst®. There has been tremendous growth in the number of RBTs® with over 60,000 individuals certified to date. The BACB® recently sent out a newsletter outlining changes to the RBT® certification, including the processes of training, supervising, and becoming an RBT®. These changes represent a number of potential concerns. The purpose of this paper is to highlight these concerns and to propose solutions to improve the RBT® certification. En ligne : http://dx.doi.org/10.1007/s10803-020-04631-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

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