Implementation Challenges in Delivery of NDBI in ABA Clinic Settings matters because it changes what a BCBA notices when decisions have to hold up in clinic sessions and day-to-day service delivery. In Implementation Challenges in Delivery of NDBI in ABA Clinic Settings, for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
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Join Free →Naturalistic developmental behavioral interventions (NDBIs) include a class of intervention approaches that support early social communication skills in young autistic children using developmental and naturalistic behavioral teaching strategies (Bruinsma et al., 2020; Frost et al., 2023; Schreibman et al., 2015). There has been growing interest in translating NDBI into ABA settings (e.g., Boyd et al. 2021; D'Agostino et al., 2022); however, there are likely multifaceted implementation challenges impeding the delivery of NDBI. Although several research studies have discussed the alignment and possible challenges implementing NDBI within ABA practices (e.g., Dueñas et al., 2023), research has yet to directly examine barriers to the delivery of NDBI by both BCBAs and frontline RBTs. To address these gaps, the current study sought to better understand the perspectives of BCBA practitioners and RBT direct care staff about integrating NDBI approaches within their clinical practice. Specific aims were to examine: 1) BCBA and RBT perceptions of transitioning from traditional ABA approaches to those that integrate NDBI within community ABA practices, and 2) multi-level factors that impact the de-implementation of more structured/adult-led/DTT approaches. Interviews were completed with 22 BCBAs and RBTs across several ABA organizations. All interviews were audio recorded and transcribed verbatim, and rapid thematic analysis was used to analyze qualitative data. Several themes emerged that are important to consider when making the transition to NDBI, including: 1) the relative ease of NDBI and DTT; 2) the relative effectiveness of NDBI and DTT; 3) client, caregiver, and staff perceptions of NDBI; and 4) clinical decision-making around what types of clients might benefit from NDBI. Common barriers to implementing NDBI included needing to unlearn DTT practices, lack of training in NDBI, limited buy-in and/or understanding of NDBI, and challenges related to data collection and billing. The findings have implications for strategies that could be used to better train and support clinicians in integrating NDBI into their ABA practice.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Rachel Yosick, PsyD, BCBA-D, is a licensed psychologist and board-certified behavior analyst at the doctoral level. Dr. Yosick serves as the Program Director for the Skill Acquisition Program at Marcus Autism Center and is an Assistant Professor in the Pediatrics Department at Emory University School of Medicine. In her role as Program Director, Dr. Yosick oversees the work of teams of BCBAs, RBTs, psychologists, and various trainees who provide intensive therapeutic services to autistic children to improve social communication and foundational learning skills. The Skill Acquisition Program currently serves over 80 children and their families across three locations in the metro-Atlanta area.. Dr. Yosick's research interests include teaching strategies for promoting early language, play and social skills, as well as the dissemination of best behavioral treatment practices to a wide array of professionals. She is involved in ongoing projects investigating challenges and barriers to NDBI implementation and adoption in clinical settings and is passionate about advancing the field of ABA to provide neurodiversity-affirming and trauma-informed care. She also has several projects in investigating ways to reduce significant learning barriers in children significantly impacted by autism, such as having very few interests and reinforcers.
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.