Comparison of Enhanced and Standard Data Sheets on Treatment Fidelity and Data Collection for Tact Training.

Specifically designed data sheets have been recommended to assist with the fidelity of implementation of treatment procedures. The present study extended previous research (e.g., Bottini et al. Behavior Analysis: Research & Practice 21(2), 140-152, 2021; LeBlanc et al. Behavior Analysis in Practice 13(1), 53-62, 2020) by comparing an enhanced data sheet (i.e., the inclusion of randomized targets, prompts for treatment components of securing attending and reinforcement) to a standard data sheet (i.e., targets not preset, no prompts for treatment components) on the fidelity of tact training of features. Ten behavior therapists participated in each condition (n = 20). Participants first watched a brief instructional video explaining the teaching procedure and their assigned data sheet, followed by conducting a treatment session with a confederate serving as a child with autism spectrum disorder. The enhanced data sheet resulted in higher fidelity on multiple variables including randomizing of targets and data collection.

Professional Skills for Behavior Analysts: A Survey on the Proficiency and Importance of Hard and Soft Skills.

Individuals seeking certification as board certified behavior analysts (BCBAs) require training in both hard and professional (soft) skills. Trainees seeking certification complete coursework, supervised fieldwork experience, and a BCBA exam that assesses mastery of hard skills. However, training and mastery of soft skills is not as defined. BCBAs are also expected to maintain these skills throughout their career. Previous research has shown that soft skills are viewed as important by clients and their caregivers but are not consistently demonstrated from those providing services. Research also suggests that BCBA trainees may not consistently receive training on soft skills. The current study presents the results of a survey distributed to individuals who supervise BCBAs on the proficiency of hard and soft skills demonstrated by their supervisees. The results suggest future directions for the research and training of soft skills for current and future BCBAs.

A Decision-Making Tool for Evaluating and Selecting Prompting Strategies.

Literature has demonstrated the successful application of various prompts and prompt-fading procedures for teaching clients with intellectual and developmental disabilities. However, few practical resources exist to guide behavior analysts in the evaluation and selection of a prompting strategy for a given client and a targeted skill. In this article, we describe the development of a decision-making tool for selecting and evaluating prompting strategies, highlighting steps needed prior to evaluating clinical outcomes associated with the use of the tool. We used a multiple baseline across participants design to assess the ease with which graduate students could apply the decision-making tool with clients across a variety of skills. Results indicated that the participants learned to apply the decision-making tool with relatively limited involvement from a trainer. Social validity data collected from participants suggested that they found the tool helpful. Results contribute to the literature on the development of decision-making tools to guide behavior analysts in the selection of interventions to use with clients. Supplementary Information: The online version contains supplementary material available at 10.1007/s40617-022-00722-8.