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In theory, the principles, processes, and concepts of applied behavior analysis are universally applicable. In practice, clinicians commit their lives to serving specific populations in specific settings for which specialization is needed. The purpose of this 6‐year retrospective consecutive case series was to describe and evaluate the quality and validity of a practicum experience tailored to develop specialized expertise in the assessment and treatment of challenging behavior for pre‐service practitioners enrolled in a department of a special education program.

Study Objective: The purpose of the present study was to use behavioral measures to evaluate effects of exposure and ritual prevention (ERP) in a trea …

AbstractWhen targeted behaviors are hypothesized to be automatically maintained, an extended assessment is often necessary to evaluate the impact of social contingencies and guide intervention selection. Elements that may be related to determining assessment outcome include observed characteristics of the behavior, type of sessions conducted, and the topography of targeted behavior. The present retrospective chart review analyzed these variables in 51 clients with developmental disabilities who were exposed to extended alone or ignore evaluations as part of a clinical admission. Findings indicate clinicians may conduct more sessions during extended assessments than previously reported. Level of behavior and pica as the presenting topography primarily drove determination of an automatic function. Session type and other topographies were not statistical predictors of assessment outcome. We discuss these findings with respect to balancing internal and social validity. We also present exploratory and statistically derived cut offs to consider when assessment length is constrained.

AbstractWe extended Carroll et al. (2018) by evaluating the predictive validity of an abbreviated error‐correction assessment (abbreviated assessment) for four adults with intellectual or developmental disabilities. One abbreviated assessment and one validation assessment were conducted for each participant. We used a ranking procedure similar to Carroll et al. to analyze results of the abbreviated assessment and identify the most efficient error‐correction procedure (ECP) for each participant. Results showed high correspondence between the ECP identified during the abbreviated assessment and the most efficient ECP identified during the validation assessment for one of four participants, and moderate‐to‐low correspondence for the remaining three participants. Each participant's average rate of responding during each ECP was comparable across abbreviated and validation assessments, so we conducted statistical analyses to evaluate the strength of relation (Pearson's r) between assessment results. Overall, there was high correspondence between measures taken during both assessments for all participants.

Intraverbal tacts are an example of multiply controlled verbal behavior. More specifically, they are verbal responses under control of both a nonverbal (visual) stimulus (e.g., a green ball) and a verbal (auditory) stimulus (e.g., “What color?” vs. “What shape?”). Studies have shown that verbal behavior training can be arranged in a way that would lead to the emergence of other verbal operants, including multiply controlled (convergent) intraverbals. Our study sought to evaluate the relevance of a specific set of component skills on the emergence of intraverbal tacts in children with an autism spectrum disorder. Intraverbal tacts were observed only when all component skills were mastered, suggesting that this set of skills was sufficient to produce emergent verbal performance. Preliminary data were obtained on the necessity of 4 of the 6 component skills and tentatively suggest that they may be necessary to produce emergent intraverbal tacts, at least under some conditions.