Psilocybin, Psychological Flexibility, and Neural Plasticity: Toward a Behavior Analytic Account of Psychedelic-Assisted Therapy matters because it changes what a BCBA notices when decisions have to hold up in language assessment, teaching sessions, caregiver coaching, and natural communication routines. In Psilocybin, Psychological Flexibility, and Neural Plasticity: Toward a Behavior Analytic Account of Psychedelic-Assisted Therapy, 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 →Psilocybin-assisted therapy has re-emerged as an effective intervention for conditions such as depression, anxiety, and addiction. Although the biological effects of psilocybin—such as desynchronization of the default mode network and increased neuroplasticity—have been well-documented, the behavioral mechanisms underlying long-lasting therapeutic change remain poorly defined. Current explanations often rely on vague metaphors (e.g., ego death, emotional breakthrough) or cognitive constructs (e.g., relaxed belief hierarchies), which limit their precision and utility for functional analysis. This presentation offers a behavior analytic account of psilocybin's therapeutic effects by examining the interplay between biological events, contextual control, and private verbal behavior. We argue that psilocybin may facilitate dramatic changes in derived relational responding, rule governance, and the transformation of stimulus functions—all processes central to psychological flexibility. The therapeutic experience is shaped not just by the drug's pharmacological action, but by the set and setting in which it is consumed, as well as the behavioral contingencies in place before, during, and after the experience. These elements suggest clear opportunities to integrate interventions such as Acceptance and Commitment Training (ACT) into psychedelic-assisted interventions. A behavior analytic framework allows us to go beyond current models (e.g., REBUS Model, Wolff Model) by clarifying environmental variables responsible for behavior change, identifying measurable outcomes, and proposing new directions for empirical research.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. James N. Meindl is a Professor in the Applied Behavior Analysis program at The University of Memphis. He earned his MA from Penn State - Harrisburg and his PhD from The Ohio State University; both degrees focusing on behavior analysis. Dr. Meindl has extensive experience as a behavior analyst in home and school settings, where his work focused on developing academic programming, teaching independent living skills, and addressing problem behaviors such as self-injury and aggression.Dr. Meindl’s research interests span behavior analysis, and he has published in a wide range of behavior analytic journals. His work has focused on reducing problem behavior, analysis of mass shooting events, developing innovative behavioral interventions, understanding of private events by incorporating neuroscience, and culturally sensitive approaches in behavior analysis. He is also a past President of the Tennessee Association for Behavior Analysis.
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279 research articles with practitioner takeaways
252 research articles with practitioner takeaways
225 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.