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| CANCELED: Improving Practitioners' Access to and Experience With the Research Literature |
| Tuesday, June 1, 2010 |
| 11:00 AM–11:50 AM |
| 103AB (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Joel Eric Ringdahl (University of Iowa) |
| JAMES E. CARR (Auburn University) |
 James E. Carr, Ph.D., BCBA-D is an associate professor of psychology at Auburn University and co-director of its applied behavior analysis graduate program. His current research and clinical interests include the behavioral treatment of developmental disabilities (including autism spectrum disorders and mental retardation), verbal behavior, and practitioner training. Dr. Carr currently serves on the Board of Directors of the Behavior Analyst Certification Board. He received his Ph.D. in 1996 from Florida State University and previously served on the psychology faculties at University of Nevada-Reno (1996-1999) and Western Michigan University (1999-2008). |
| Abstract: The profession of applied behavior analysis has undergone a number of exciting changes in recent years. The demand for our services, growth of the certification program, and development of new graduate programs have all combined to increase the number of new behavior-analytic practitioners. In fact, there are currently over 7,000 individuals who hold certification in behavior analysis, an increase of several thousand from just a few years ago. Despite historical and ethical obligations to base behavior-analytic practice on peer-reviewed evidence, a number of barriers sometimes make this difficult. For example, a number of clinically relevant experimental questions have not yet been answered in the literature. In addition, although the behavioral literature is replete with examples of effective treatment, there is a paucity of peer-reviewed published guidance on how to select these treatments given specific clinical circumstances. Finally, although graduate students in behavior analysis often receive training on how to critically consuming the research literature, there are a number of obstacles to their access to the literature after graduation. In this presentation, I will describe several scholarly mechanisms through which behavioral scientists and senior clinicians can influence the behavior of new practitioners. Examples will be provided in the areas of (a) documenting common clinical practices, (b) developing clinical decision-making guidelines, and (c) assisting practitioners in accessing the research literature. |
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