Teach-back is a structured communication technique with decades of evidence in healthcare settings, particularly in patient education, discharge planning, and medication adherence. Its core logic is straightforward: a clinician presents one discrete chunk of information, then asks the learner to restate it in their own words.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
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Join Free →First talk: From Healthcare to Behavior Analysis: The Role of Teach-Back in Supervision: Teach-back is an effective communication technique originally used in healthcare settings. Clinicians explain one chunk of information at a time and asks the patient to repeat it back using their words. If there is no correspondence the clinician explains it again using different words, if there is correspondence, the clinician explains the next chunk of information. In this presentation I will a) explain teach-back in healthcare settings, b) analyze its effectiveness from a behavioral perspective, and c) discuss its benefits for training and enhancing communication in applied behavior analysis. This presentation aims to illuminate how behavior analysts can leverage teach-back to improve supervision and communication efficacy in their practice. Second Talk: Revisiting Discriminative Stimuli for Punishment: As the natural science of behavior evolves, the use of precise terminology is critical to maintain its conceptual and terminological integrity. The current state of terminology in stimulus control is well-developed with respect to reinforcement and incomplete with respect to punishment. In this presentation, I aim to make the case that the current conceptualization for discriminative stimulus control in relation to punishment would be enhanced by modifying the definition of the discriminative stimulus for punishment (SDp) and by adding a new term to the current taxonomy that denotes when a punishment contingency is inactive (SΔp).
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | Supervision |
| COA | 1 | — |
| FL MH/PSY | 1 | — |
Catalina N. Rey, PhD, BCBA-D, is an Assistant Professor at the University of Nebraska Medical Center and Munroe-Myer Institute’s Early Intervention program in the Integrated Center for Autism Spectrum Disorders (iCASD). She received her master’s degree in Organizational Behavior Management (OBM) and PhD in behavior analysis from Florida Institute of Technology. She also completed a postdoctoral fellowship at Johns Hopkins University School of Medicine’s Kennedy Krieger Institute and another one at the Vermont Center on Behavior and Health at the University of Vermont.
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
256 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.