Research Article Summaries - masteringaba.com

An Analysis of Variables Affecting Behavior Analytic Practitioners’ Intention to Leave a Position and Leave the Field

The effects of reinforcing tacting on the recall of children with autism

For ABA clinicians working with children with autism who can tact but struggle to report past events, this blog summarizes a study testing whether reinforcing tacts during an activity improves later recall. It gives practical steps for implementing and measuring tacting, plus ethical cautions about prompting, reinforcement, and rapport. Use the approach to collect clear, individualized data and make evidence-based decisions about whether tacting supports meaningful communication for each learner.

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A preliminary evaluation of prescribing therapist-worn protective equipment

Research Article Summaries

This post is for ABA clinicians, supervisors, and program leaders seeking safer, ethically sound use of therapist-worn protective equipment (PE). It shows how to turn session data, incident notes, and staff feedback into a structured method that matches PE to actual contact sites, keeping PE as a safety support—not a treatment tool. Drawing from a small pilot, it discusses a prescription-based approach, dignity and stigma considerations, and how to embed PE decisions into routine risk reviews so practice remains data-driven and adaptable as new information emerges.

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Acquisition of incidental bidirectional naming: Isolating the effects of probing and mixed-operant instruction

Research Article Summaries

This post is for practicing ABA clinicians, behavior analysts, and SLPs working with children with autism or language delays. It helps you interpret progress data on bidirectional naming by clarifying when repeated probes alone may teach, when mixed-operant instruction is needed, and how probe order can influence interpretation. We translate the study into practical, ethical steps for treatment planning, monitoring maintenance, and turning ABA data into clear decisions about probing, MOI, and generalization.

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Training instructors to support assent and assent withdrawal during instruction for students with disabilities

Research Article Summaries

This post offers a practical framework for training instructors to recognize assent and withdrawal signals from learners with disabilities. It provides observable definitions, a repeatable assent-check, and real-time instructional adjustments to turn ABA data into clear, ethical decisions about how to teach. Aimed at clinicians, supervisors, and classroom staff, it emphasizes learner dignity and safe, responsive practice across settings.

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Exploring the Epistemological Significance of Qualitative Research in Behavior Analysis

Teaching nonarbitrary temporal relational responding in adolescents with autism

Research Article Summaries

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 Teaching “Before” and “After” to Autistic Adolescents: What Clinicians Can Learn from Multiple Exemplar Training Many autistic learners can

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Beyond social validity: Embracing qualitative research in behavior analysis

Research Article Summaries

Designed for behavior analysts and ABA practitioners, this post asks how qualitative methods can complement numerical data to reveal the real-life context behind behavior change. It offers practical steps—interviews, reflective listening, and purposeful silence—to uncover barriers, values, and safety concerns that numbers alone miss. It emphasizes ethical decision-making: treat qualitative insights as data to inform, not replace, measurement, and use them to create plans that fit families’ lives and reduce burnout.

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A systematic replication investigating the efficiency and effectiveness of restricted‐ and free‐operant programming

Using concealed public accompaniments to teach individuals to tact intensity

Research Article Summaries

This post is for clinicians, behavior analysts, and ABA teams who help individuals communicate about private sensations—like pain or discomfort—using intensity ratings. It shows how to turn ABA data into clear, ethically grounded decisions by teaching consistent labeling on a 0–10 scale when the assessor cannot see the sensation, with practical steps like anchoring a reference point and limiting visual cues. It also covers generalization, autonomy, and safety so you can apply these skills in real-world care without compromising dignity or consent.

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Context and Meaning in Acts of Translation and Interpretation

Development and validation of a caretaker-implemented ear cleaning teaching protocol for companion dogs

Research Article Summaries

This post translates the ABA data from a caretaker-implemented ear-cleaning protocol into practical guidance for clinicians, trainers, and dog caregivers. It explains how to implement cooperative care (start/stop signals, stepwise exposure) and use objective outcomes to guide progress without coercion. The focus is on ethical, data-informed decision making—identifying suitable candidates, applying clear criteria, and recognizing limitations or when veterinary input is needed.

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An evaluation of task clarification and feedback to teach feedback reception skills

Research Article Summaries

For ABA supervisors and staff, this post explains a practical approach to turning ABA data into clearer, ethical coaching decisions by improving how feedback is received. It summarizes recent research showing that a short task-clarification checklist of six feedback-reception skills, used before coaching conversations, can boost engagement with feedback and that optional follow-up on how feedback was received can help some learners. The guidance is concrete, respectful, and low-effort, with notes on generalizability and when booster reminders may be helpful.

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Beyond social validity: Embracing qualitative research in behavior analysis

Research Article Summaries

This post explains how qualitative methods can supplement ABA when key events happen out of sight—like youth running away or trafficking risk. It offers practical steps (interviews, focus groups, and structured data) to form functional hypotheses and realistic intervention guides that fit real-world settings. Aimed at ABA clinicians, foster-care teams, and group-home staff, it shows how qualitative input leads to clear, ethical decisions that improve safety and dignity. It also notes the limits of qualitative data and advises integrating it with objective data to refine hypotheses.

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