The Science of Big Ideas: Pushing Past Adversity and Doubt 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 The Science of Big Ideas: Pushing Past Adversity and Doubt, 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 Verbal Beginnings
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Join Free →Many great ideas and achievements seem impossible at first: going to the moon, flipping a switch and lighting up a room, speaking to someone thousands of miles away. Why is it that some people achieve or invent great things and others don't? Behavior like this could fall under the category of problem solving. It is possible that, much like natural selection, accidental behavioral "mutations" occur and account for creative behavior (Skinner, 1974). However, that does not explain why some individuals are able to persist past those who doubt their ideas and the crushing weight of initial social disapproval. First, this presentation will identify variables related to past history of consequences that may lead to more easily pushing past adversity. The role of social disapproval as a punisher and establishing other powerful sources of reinforcement will be discussed. Second, this presentation will explore why we as a society may be losing out on great ideas from historically marginalized groups as explained by their learning histories. Third, this presentation will propose common characteristics of environments that lead to creative/novel behavior. This proposal will detail an intervention that can be used in various environments to support those populations whose ideas, in the past, have not been heard. Radical behaviorism, relational frame theory, and the pro social literature will be cited.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Rebecca earned her Bachelor’s degree in Speech & Language Pathology and Audiology, her Master’s degree in Advanced Applied Behavior Analysis and Leadership/Advocacy, and her Doctoral degree in Applied Behavior Analysis. She has been a BCBA since 2016 and has worked in schools, center-based, and in-home with all different skills and ages. Her specialties are early intervention, verbal behavior, and Acceptance and Commitment Training. Her dissertation specifically focused on applying Acceptance and Commitment Training to service providers to increase their mental health, well being, and how that can translate to better client outcomes.
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.