Special Paper Session: Assessment and Implementation matters because it changes what a BCBA notices when decisions have to hold up in case conceptualization, intervention design, staff training, and literature-informed problem solving. In Assessment and Implementation, for this course, the practical stakes show up in stronger conceptual consistency and better translational decision making, not in abstract discussion alone.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
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Join Free →Bridging the Gap: Exploring Naturalistic Developmental Behavioral Interventions (NDBIs) for Supporting Young Autistic Children The evidence supporting interventions for young autistic children has changed in the last decade, and meaningful research supports the effectiveness of Naturalistic Developmental Behavioral Interventions (NDBIs; Schreibman et al., 2015), as a widely accepted and validated approach. As valued-based approaches, NDBIs are increasingly tackling various methodological and ethical concerns in implementing interventions and supporting autistic children. They hold considerable promise in promoting strengths-based approaches, respecting assent, centering autistic voices, and ultimately enhancing the efficacy and effectiveness of interventions and support for autistic individuals in natural settings. Despite the demonstrated effectiveness of NDBIs, they are not widely integrated into early intervention programs for autistic children. One primary hurdle is the insufficient training, knowledge, and support among practitioners for implementing NDBIs (Hampton & Sandbank, 2021). This presentation aims to outline the effectiveness of NDBI research, elucidate how NDBIs align with the scope of practice for behavioral practitioners, delineate the key components of NDBIs, and discuss the similarities and distinctions between traditional ABA programs and NDBIs. Analysis of Training Practitioners to Implement the Practical Functional Assessment and Skills Based Treatment to Address Severe Problem Behavior Recently in ABA, there has been a significant push towards compassionate assessment and treatment of severe challenging behavior (Penney, Bateman, Veverka, & Luna, 2023). Although compassion is not new to practitioners, coursework and training in this domain is lacking (Colombo, Taylor, & Hammond, 2021); therefore, it is often left to employers or other organizations to fill this gap. Synthesized functional assessments (Hanley, Jin, Vanselow, & Hanratty, 2014) and Skill-Based (SBT; Ghaemmaghami, Hanely, & Jessel, 2016), methods praised for their use of compassion have also gained momentum. To respond to this feedback at an organizational level, experienced practitioners created a training program for BCBAs looking to expand their knowledge and implementation of PFA and SBT within their practice. This presentation will review the research contributions to the training model, design, methods, and outcomes (e.g., knowledge gain, satisfaction). Ongoing evolutions of the training method, based on outcomes, will also be reviewed.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
| FL MH/PSY | 1 | — |
Dr. Hughes-Lika is a Board Certified Behavior Behavior Analyst at the doctoral level (BCBA-D), a licensed behavior analyst (LBA), an International Behavior Analyst (IBA), and an Early Start Denver Model Certified Therapist and Trainer. She has been providing evidence-based services for children with autism and related disorders for over 29 years, and for the past 14 years, she has specialized in interventions for young autistic children (0-4 years). She completed her Bachelor of Arts degree in Psychology and Sociology from Saint Ambrose University, her Master of Arts degree in Applied Behavior Analysis from The Ohio State University, and her Ph.D. in Intellectual and Developmental Disabilities from the University of Kent in Canterbury, UK. She has taught both undergraduate and graduate courses on behavior analysis, positive behavior support, ASD, and supervision in the US and abroad. She is passionate about the dissemination of behavior analysis. In 2015, she was the recipient of the Society for the Advancement of Behavior Analysis (SABA) International Development Grant for her work to promote research, education, training, and behavior analysis for professionals and families in Albania. She presents her research at national and international conferences and her research studies are published in peer-reviewed journals. Her current research interests and publications are focused on the use of technology to disseminate evidence-based behavioral training to parents and caregivers of children with ASD (OPT-In-Early), the implementation of Naturalistic Developmental Behavioral Interventions (NDBIs) for infants and toddlers with ASD, and competency-based supervision systems. She is the founder of The NDBI Navigator, an organization dedicated to supporting professionals working with young autistic children. Rooted in the principles of Naturalistic Developmental Behavioral Interventions (NDBIs), it offers accessible, evidence-based, and developmentally appropriate resources to help clinicians, educators, and behavior analysts turn knowledge into meaningful practice.
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
252 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.