A preliminary evaluation of prescribing therapist-worn protective equipment
This post is for ABA clinicians, supervisors, and program leaders seeking safer, ethically sound use of therapist-worn protective equipment (PE). It shows how to turn session data, incident notes, and staff feedback into a structured method that matches PE to actual contact sites, keeping PE as a safety support—not a treatment tool. Drawing from a small pilot, it discusses a prescription-based approach, dignity and stigma considerations, and how to embed PE decisions into routine risk reviews so practice remains data-driven and adaptable as new information emerges.
Acquisition of incidental bidirectional naming: Isolating the effects of probing and mixed-operant instruction
This post is for practicing ABA clinicians, behavior analysts, and SLPs working with children with autism or language delays. It helps you interpret progress data on bidirectional naming by clarifying when repeated probes alone may teach, when mixed-operant instruction is needed, and how probe order can influence interpretation. We translate the study into practical, ethical steps for treatment planning, monitoring maintenance, and turning ABA data into clear decisions about probing, MOI, and generalization.
Beyond social validity: Embracing qualitative research in behavior analysis
Designed for behavior analysts and ABA practitioners, this post asks how qualitative methods can complement numerical data to reveal the real-life context behind behavior change. It offers practical steps—interviews, reflective listening, and purposeful silence—to uncover barriers, values, and safety concerns that numbers alone miss. It emphasizes ethical decision-making: treat qualitative insights as data to inform, not replace, measurement, and use them to create plans that fit families’ lives and reduce burnout.
Using concealed public accompaniments to teach individuals to tact intensity
This post is for clinicians, behavior analysts, and ABA teams who help individuals communicate about private sensations—like pain or discomfort—using intensity ratings. It shows how to turn ABA data into clear, ethically grounded decisions by teaching consistent labeling on a 0–10 scale when the assessor cannot see the sensation, with practical steps like anchoring a reference point and limiting visual cues. It also covers generalization, autonomy, and safety so you can apply these skills in real-world care without compromising dignity or consent.
Development and validation of a caretaker-implemented ear cleaning teaching protocol for companion dogs
This post translates the ABA data from a caretaker-implemented ear-cleaning protocol into practical guidance for clinicians, trainers, and dog caregivers. It explains how to implement cooperative care (start/stop signals, stepwise exposure) and use objective outcomes to guide progress without coercion. The focus is on ethical, data-informed decision making—identifying suitable candidates, applying clear criteria, and recognizing limitations or when veterinary input is needed.
D.3. Identify threats to internal validity (e.g., history, maturation).
Designed for practicing BCBAs, supervisors, and clinically minded RBTs who want to improve causal inferences in ABA. It explains threats to internal validity (history, maturation, instrumentation, etc.) and offers practical tools to rule them out using data and documentation. By emphasizing stable measurement, replication, and transparent ethics, it helps you turn ABA data into clear, ethical decisions about intervention effects.
D.9. Apply single-case experimental designs.
This post is for BCBA practitioners and clinical supervisors who want to know whether an intervention caused a client’s behavioral change, not just coincidental trends. It guides you through designing, implementing, and interpreting single-case experimental designs ethically, with practical steps and real-world examples. By emphasizing replication, visual analysis, and predefined stopping rules, it helps you turn ABA data into clear, ethically grounded decisions about continuing, modifying, or stopping treatment.
D.2. Distinguish between internal and external validity.
For BCBAs, behavior analysts, and clinicians using ABA data, this post clarifies how to separate internal validity (causality) from external validity (generalization). It offers practical guidance on when to rely on rigorous control versus replication across settings to inform ethical decisions. Learn how to turn data into clear, context-appropriate conclusions about whether an intervention worked here and whether it will work elsewhere.
D.5. Identify the relative strengths of single-case experimental designs and group designs.
This post is for practicing BCBAs, clinic directors, and senior supervisors who need to decide when to use single-case designs versus group designs. It helps you identify which question you’re answering—individual change versus population effects—and how to translate ABA data into clear, ethical decisions for care and policy. You’ll find practical guidance and safeguards to choose the design that best serves client welfare and program goals, with data you can defend to families, supervisors, and funders. The focus is on turning data into actionable, ethical decisions that respect each client’s needs.
D.6. Critique and interpret data from single-case experimental designs.
This guide helps BCBAs, supervisors, clinic directors, and senior clinicians turn single-case experimental design (SCED) data into clear, ethically grounded decisions. It walks you through visual analysis of graphs, experimental control versus correlation, and threats to validity so you can tell whether an intervention caused change or if factors need consideration. With a practical critique checklist and emphasis on treatment integrity, this post supports real-time decision-making that protects clients and preserves professional credibility.