ABSTRACT
The study and application of procedures that result in stimulus relations via relational frame theory (RFT) and stimulus equivalence (applied as equivalence-based instruction; EBI), have made tremendous strides in contemporary behavior analysis. However, applications at scale lag basic and translational research. We turn our attention inward to investigate potential causes. We replicated and extended Enoch and Nicholson (Behavior Analysis in Practice, 13(3), 609-617, 2020) by conducting a survey of behavior analysts (n = 129) to determine their perceptions, experiences, and barriers in carrying out research and practice based on RFT and EBI. Participants indicated an interest in RFT and EBI, and mostly perceive both within the scope of behavior analysis. A majority of behavior analysts reported formal education in EBI (78.3%), in contrast to a minority in RFT (15.5%). Adoption of procedures derived from RFT and EBI may be in proportion to formal education. Compounded with a lack of accuracy on basic knowledge questions, there is a potential gap in capacity in the field in addressing behavior related to complex verbal behavior.
ABSTRACT
Cultural responsiveness is critical to providing high-quality behavior analytic services, particularly when providers and recipients have different cultural backgrounds. The purpose of this study was to systematically replicate and extend (Beaulieu et al. (2019) Behavior Analysis in Practice, 12(3), 557-575) by investigating the diversity among applied behavior analysis (ABA) service providers and service recipients in Ontario, service providers' training and experiences in working with diverse families, and service providers' and recipients' perceptions of behavior analysts' cultural responsiveness in practice. Results from 428 participants suggest that service providers and recipients in Ontario differ in demographic characteristics; service providers report having little training in how to serve diverse families; and although service recipients rate providers' skills relatively positively, there is room for improvement. Results suggest a path forward for behavior analysis that includes education and training in cultural responsiveness as well as encouraging and fostering a bidirectional relationship between behavior analysts and the families they serve. Supplementary Information: The online version contains supplementary material available at 10.1007/s40617-023-00825-w.
ABSTRACT
Online instruction has become increasingly a commonplace in higher education, broadly and within the field of behavior analysis. Given the increased availability of online instruction, it is important to establish how learning outcomes are influenced by various teaching methods, in order to effectively train the next generation of behavior analysts. This study used a between-group design to evaluate the use of asynchronous online class discussion. Results indicate greater group mean performance on quizzes for students who were required to participate in asynchronous discussion as a component of instruction.Demonstration of the effectiveness of a typical component of online instructionProcedures can be used to evaluate instructional methods in behavior analytic courseworkAsynchronous online discussion is a promising component of online courseworkActive learning pedagogy is more effective when compared with passive learning pedagogy.
ABSTRACT
Twenty-three university students completed a simulated slot machine task involving the concurrent presentation of two slot machines that were varied both in win density and the inclusion of a bonus round feature to evaluate the effect of embedded bonus rounds on participant response allocation. The results suggest that participants allocated a greater percentage of responses to machines with embedded bonus rounds across both dense (Bonus: M = 68.4, SD = 19.2; No Bonus: M = 51.2; 9.6) and lean (Bonus: M = 48.8, SD = 9.6; No Bonus: M = 31.6, SD = 19.2) reinforcement schedules, in which the overall reinforcement rate across all machines was held constant.
