On this page What is the research question being asked and why does it matter? What did the researchers do to answer that question? How you can use this in your day-to-day clinical practice Works Cited Defining Verbal Behavior: Two Approaches That May Not Be in Conflict Behavior analysts often debate whether Skinner’s definition of […]
Defining verbal behavior: two conflicting approaches Read More »
For ABA supervisors and clinical managers, this post summarizes a low-effort, data-driven method for teaching staff to receive feedback. It explains how a brief task-clarification checklist and, when needed, short performance feedback—scored with observable reception skills—can reduce defensiveness and keep coaching productive. The focus is practical and ethical: use ABA data to set clear expectations, guide measured next steps, and preserve staff dignity during supervision.
An evaluation of task clarification and feedback to teach feedback reception skills Read More »
For behavior analysts, dental professionals, and clinicians working with adults with IDD, this post describes a telehealth, caregiver‑led model to reduce reliance on sedation, anesthesia, or restraint for routine dental exams. It shows how brief, scored mock‑exam data and staged behavioral supports can be used to make clear, ethical decisions about whether to attempt clinic care, train dental teams, or plan for more intensive intervention. Practical guidance covers coaching, simple supports, and limits to generalization so teams can prioritize dignity and informed choice.
For behavior analysts and clinicians working with young children, this post compares two brief, trial-based assessment contingencies and what each reveals about sensitivity to establishing operations and bias toward challenging behavior. It outlines the trade-offs between a symmetrical (reinforce appropriate responses) and an asymmetrical (reinforce only severe behavior) setup so you can choose an approach that fits your clinical question while minimizing harm. Practical guidance shows how to turn ABA assessment data into clear, ethical decisions about risk management, skill teaching, and environmental supports.
On this page What is the research question being asked and why does it matter? What did the researchers do to answer that question? How you can use this in your day-to-day clinical practice Works Cited Contingency Discrimination Training and Resurgence: Effects of Reduced Extinction Session Durations When we teach a new skill to replace
For BCBAs, clinic supervisors, and RBT trainers, this post examines whether adding clearly labeled mistake clips to brief video models can improve staff procedural integrity. It focuses on reducing common errors that distort ABA data so teams can make clearer, ethically sound decisions about intervention and supervision. Practical tips cover choosing nonexemplars, pairing videos with short competency checks, and protecting learner dignity while turning fidelity data into actionable clinical choices.
For BCBAs, RBTs, and clinical teams working with young children with autism, this post helps translate intake VB-MAPP data into actionable priorities when echoic responding is weak or absent. It summarizes chart-review findings linking manding, spontaneous vocal behavior, and motor imitation with early echoic repertoires, and offers practical, ethical steps to prioritize communication-first targets. The focus is on using assessment data to make clear, humane decisions that reduce repeated failure and increase chances for vocal learning.
Understanding echoics: identifying predictive indicators of vocal imitation. Read More »
For BCBAs, RBTs, and clinicians working with children with autism, this post compares human versus animated video modeling for teaching conversational vocal responses, facial expressions, and body language. It shows learners vary in which format supports faster, more accurate learning, so no single format is best for everyone. Use the study’s practical, data-driven guidance to run quick comparisons, set clear measurement criteria, and make individualized, ethical decisions about video-based instruction.
Comparing human video modeling to animated video modeling for learners with autism Read More »
For behavior analysts and clinicians aiming to reduce desk‑related neck strain, this post reviews a practical workflow for using short AI‑generated video feedback alongside ABA measurement. It summarizes an analog study showing improvement in neck posture, plus guidance on measurement limits, consent/privacy, fading plans, and environmental fixes. The emphasis is on using ABA data as one objective input to make clear, individualized, and ethically sound decisions about feedback and maintenance.
Using AI-powered video feedback to improve ergonomics: An analog experiment Read More »
This post is for ABA clinicians, supervisors, and researchers who want to make data-driven care more person-centered. It addresses the problem that numeric measures often miss clients’ lived context and can lead to goals focused on compliance rather than quality of life. Practical steps—brief intake interviews, ongoing open-ended social validity checks, and attention to power dynamics—show how to combine qualitative insight with ABA data to make clearer, ethically grounded decisions about targets and procedures.
Beyond social validity: Embracing qualitative research in behavior analysis Read More »
