Teaching Mands for Social Information: A Story of Collaboration in Clinical Research becomes clinically important the moment a team has to turn good intentions into reliable action inside school teams and classroom routines, clinic sessions and day-to-day service delivery. In Teaching Mands for Social Information: A Story of Collaboration in Clinical Research, for this course, the practical stakes show up in clearer roles, fewer duplicated efforts, and better coordinated intervention, not in abstract discussion alone.
Provider: BehaviorLive — via Women in Behavior Analysis
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Join Free →We conducted a series of studies focused on teaching mands for social information for individuals with autism spectrum disorder. Shillingsburg, Frampton, Wymer, and Bartlett (2018) conducted a preliminary examination with two young children. The study was replicated by Gordon and Shillingsburg (in press) with three adolescents in a school setting. Finally, Landa, Frampton, and Shillingsburg (in press) refined the procedure to enhance experimental control and generality with four children. All studies were conducted in the course of clinical practice with staff members assigned to the participant's clinical or educational teams. The necessity of collaboration and cooperative research will be discussed.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Sarah Frampton is an assistant professor at the University of Nebraska Omaha in the Psychology Department. Before accepting a faculty position, Sarah served in leadership roles in organizations providing ABA services across the country including the May Institute, Inc. and the Marcus Autism Center. Sarah has published research on interventions related to teaching new s kills to learners with and without disabilities across the major behavior analytic journals. Sarah has served on the editorial board of the Journal of Applied Behavior Analysis and is currently on the editorial board for Behavior Analysis in Practice and The Analysis of Verbal Behavior. She was recognized with student research grants from 3 different Special Interest Groups within Association for Behavior Analysis International (ABAI), the award for Excellence in Behavior Analytic Research from Simmons University, and the Researcher of the Year Award from the Language and Learning Clinic at Marcus Autism Center.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.