Slope Identification and Decision Making: A Comparison of Linear and Ratio Graphs.

Applied behavior analysts have traditionally relied on visual analysis of graphic data displays to determine the extent of functional relations between variables and guide treatment implementation. The present study assessed the influence of graph type on behavior analysts' (n = 51) ratings of trend magnitude, treatment decisions based on changes in trend, and their confidence in decision making. Participants examined simulated data presented on linear graphs featuring equal-interval scales as well as graphs with ratio scales (i.e., multiply/divide or logarithmic vertical axis) and numeric indicators of celeration. Standard rules for interpreting trends using each display accompanied the assessment items. Results suggested participants maintained significantly higher levels of agreement on evaluations of trend magnitude and treatment decisions and reported higher levels of confidence in making decisions when using ratio graphs. Furthermore, decision making occurred most efficiently with ratio charts and a celeration value. The findings have implications for research and practice.

Interdisciplinary Collaboration Training: An Example of a Preservice Training Series.

In recent years, there has been discussion of the need for training behavior analysts in collaboration skills. There is some consensus that these skills are needed to improve outcomes with clients and with colleagues. Specifically, students of behavior analysis and behavior-analytic practitioners need to learn the skills associated with functioning effectively in interdisciplinary teams. At Melmark, a model of training in this skill set has been developed and integrated into supervision modules for those seeking Board Certified Behavior Analyst certification. In this model, supervisees are exposed to information about the expertise and value of the allied professions of speech-language pathology, occupational therapy, physical therapy, and developmental pediatrics. Rotations are done within these fields to expose trainees to the expertise of these fields and to build skills in collaboration with members of those professions. Trainees are also assigned tasks that require them to identify the contributions of other professions and display appropriate collaborative behavior. Future directions for the model are discussed, including extending it across the organization and developing performance-based assessments and social validity measures.

Correction to: Interdisciplinary Collaboration Training: An Example of a Preservice Training Series.

[This corrects the article DOI: 10.1007/s40617-021-00561-z.].

An Evaluation of Multiple SAFMEDS Procedures.

Lindsley developed the "say all fast minute every day shuffled" (SAFMEDS) procedure in the late 1970s to enhance the typical use of flash cards (Graf & Auman, 2005). The acronym specifically guides the learner's behavior when using flash cards. A review of SAFMEDS research indicates its successful use with children, college students, and older adults with and without disabilities. The literature also indicates that SAFMEDS procedures are not well documented and have multiple variations, limiting practitioners' ability to know what procedures to use and when. The purpose of this study was to evaluate the effects of a basic SAFMEDS procedure and four supplementary SAFMEDS procedures on the rates of correct and incorrect responding to unfamiliar Russian words and Chinese characters in college students. The results of the study suggest that the basic SAFMEDS procedure produced some learning (i.e., increases in correct responding and decreases in incorrect responding), but all of the supplementary procedures led to greater increases in the number of correct responses per 1-min timing. Further research evaluating differences in performance across the supplementary procedures is warranted.

A Call for Discussion About Scope of Competence in Behavior Analysis.

The field of behavior analysis has defined its scope of practice through credentialing and licensure efforts. However, scope of competence in behavior analysis has received little discussion. Scope of competence refers to activities that the individual practitioner can perform at a certain criterion level (e.g., the functional analysis is conducted accurately and safely, a skill acquisition program includes critical program components and establishes accurate stimulus control). Given the successful efforts of behavior analysts in growth and recognition of the field, it is time for a robust conversation about scope of competence for the field of behavior analysis. This discussion can clarify how behavior analysts self-evaluate their own scope of competence and how they might expand their scope of competence if the needs of consumers require practitioners to expand into new areas.

Toward an Understanding of the Essential Components of Behavior Analytic Service Plans.

Baer, Wolf, and Risley (1968) indicated "technological" was one of seven core dimensions of applied behavior analysis (ABA). They described this dimension as being met if interventions were described well enough to be implemented correctly. Often in the applied settings, a behavior plan is the method by which interventions are communicated to staff and parents for implementation. The necessary components of a behavior plan have been discussed in relation to compliance with regulations (e.g., Vollmer, Iwata, Zarcone, & Rodgers, Research in Developmental Disabilities 13:429-441, 1992), in school settings (e.g., Horner, Sugai, Todd, & Lewis-Palmer, Exceptionality: A Special Education Journal 8:205-215, 2000), and other applied settings (e.g., Tarbox et al., Research in Autism Spectrum Disorder 7:1509-1517, 2013) for the last 25 years. The purpose of this research is to review the literature regarding components of behavior plans and synthesize it with a recent survey of behavior analysts regarding essential components of behavior plans. The results are discussed in light of training, treatment fidelity implications (i.e., Registered Behavior Technician Task List), public policy development (e.g., state initiative for a single behavior plan template), and research opportunities (e.g., comparison of different visual structures).

How to Identify Ethical Practices in Organizations Prior to Employment.

Behavior analysts likely can evaluate multiple organizations prior to accepting a job due to recent increases in the number of organizations providing ABA services. We argue that evaluating the ethical values of an organization is paramount during the job search process. We provide strategies for evaluating the ethical values of an organization prior to employment and describe considerations from the pre-application process through contract negotiations. Ultimately, we add to the growing body of literature that provides guidance for common problems behavior analysts may face over the course of their careers.

A Review of SAFMEDS: Evidence for Procedures, Outcomes and Directions for Future Research.

SAFMEDS is an assessment and instructional strategy pioneered in the late 1970s by Ogden Lindsley. SAFMEDS was developed as an extension and improvement of flashcards. The aims of this article are to provide an overview of the literature related to SAFMEDS and to identify further research needs. The results of this review suggest that a great deal of research is still needed to clarify the SAFMEDS procedures and the benefits of SAFMEDS over traditional instruction. These conclusions are in line with broader criticisms of fluency-based instruction.

Developing the Cultural Awareness Skills of Behavior Analysts.

All individuals are a part of at least one culture. These cultural contingencies shape behavior, behavior that may or may not be acceptable or familiar to behavior analysts from another culture. To better serve individuals, assessments and interventions should be selected with a consideration of cultural factors, including cultural preferences and norms. The purpose of this paper is to provide suggestions to serve as a starting point for developing behavior analysts' cultural awareness skills. We present strategies for understanding behavior analysts' personal cultural values and contingencies and those of their clients, integrating cultural awareness practices into service delivery, supervision, and professional development, and becoming culturally aware in everyday practice.