Get Back in the (Skinner) Box: Theoretical underpinnings and practical applications becomes clinically important the moment a team has to turn good intentions into reliable action inside language assessment, teaching sessions, caregiver coaching, and natural communication routines. In Get Back in the (Skinner) Box: Theoretical underpinnings and practical applications, for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
Provider: BehaviorLive — via Women in Behavior Analysis
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Join Free →Using Skinner's analysis of Verbal Behavior to analyze Unsolicited Explanations in the workplace Kathleen Stengel Unsolicited explanations refer to explanations or information provided by a speaker that were not requested (or desired) by the listener. These explanations can occur in a variety of contexts and may or may not be provided with good "intentions" by the speaker, however, they can also be perceived as intrusive or disrespectful in professional contexts by the listener. Unsolicited and gratuitous explanations in professional environments can be overall problematic if they continue at a high rate, disrupt social boundaries or create power dynamics that favor the speaker over the listener. This talk will use Skinner's analysis of Verbal Behavior to analyze maintaining variables and provide suggested proactive and reactive techniques to increase more empathetic explanation skills in the speaker. Behavioral Contrast: Where Do We Go From Here? Megan Boyle Despite decades of study by basic and translational researchers and calls for applied and clinically driven research (Boyle et al., 2018), applied researchers have not adopted behavioral contrast as a topic of study in the field of behavior analysis. This talk will present data from a recent survey of behavior-analytic clinicians on their experiences with contrast in practice. It will also describe barriers (real or perceived) to studying contrast as well as misconceptions. Finally, it will present future directions and approaches that clinicians and researchers may use to further our understanding and influence of contrast in practice.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Megan Boyle is an Assistant Professor at SUNY Cortland in the Psychology Department. She received her PhD from Utah State University in disability disciplines, with an emphasis in ABA. She is a doctoral-level Board Certified Behavior Analyst and previously served as assistant and associate professor in the Department of Counseling, Leadership, and Special Education at Missouri State University. Megan specializes in the assessment and treatment of severe behavior of individuals with autism, and also has interests related to sustainability and humans' relationships with companion animals. Her work has been published in peer-reviewed journals, including the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, Behavioral Interventions, Behavior Modification, Behavior Analysis: Research and Practice, Behavioral Development, and The Psychological Record.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
239 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.