Practitioner Development

Sex, Drugs, and...Behavior Analysis?

Reed (2013) · Behavior analysis in practice 2013
★ The Verdict

ABA’s brand is kid-locked—pitch adult services like sex-ed and substance-use programs to unlock new work.

✓ Read this if BCBAs who want off the autism-only treadmill and into health or university settings.
✗ Skip if Clinicians happy staying in pediatric autism rooms.

01Research in Context

01

What this study did

The author wrote a short opinion piece. No kids were tested. No data were taken.

He asked one question: why does the public only picture ABA when they think of autism class-rooms?

He urged readers to market adult services like sex-ed classes and drug-use counseling.

02

What they found

The field’s image is stuck on children and schools.

Adult areas need behavior analysts, yet few BCBAs advertise there.

Re-branding could open new jobs and help more people.

03

How this fits with other research

Tantam et al. (1993) made a similar plea thirty years earlier. They told BCBAs to partner with pediatricians so families would see ABA as a health service, not just a school extra.

White (1978) went even wider. He said behaviorists should re-design whole hospital and city systems instead of only teaching one child at a time.

Allen et al. (2024) carry the torch forward. They do not talk about new clients; they tell you how to treat current clients with respect—using identity-first language and assent. All three papers share one theme: grow or update the field. Each picks a different lever—population, system, or ethics.

04

Why it matters

If you feel boxed into autism clinics, this paper gives you talking points for your next referral call. Tell a rehab center you can run a contingency-contract group for adults quitting opioids. Tell a college you can shape safer sex choices with behavioral skills training. One pitch can land a new contract and widen your impact.

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Draft a one-page flyer that lists two adult programs you could run—email it to a local rehab or wellness center before noon.

02At a glance

Intervention
not applicable
Design
theoretical
Finding
not reported

03Original abstract

Close your eyes for a moment and imagine a stereotypic picture of behavior analysis in practice before reading onward. If you are even remotely familiar with applied behavior analysis, you likely pictured a child sitting knee to knee with a therapist who is holding reinforcers with some academic-related task nearby. Alternatively, you may have imagined a classroom of students under the instruction of a teacher or a team of staff undergoing behavioral skills training in a workplace.

Behavior analysis in practice, 2013 · doi:10.1007/BF03391808