Association for Behavior Analysis International

A small group (4 people: Gudridur Adda Ragnarsdottir, Thorlakur Karlsson, Ingi Jon Hauksson and Kristjan Gudmundsson) have for the last 5 years attempted to translate the vocabulary of behaviorism and behavior analysis into the small language community of Icelandic. We were gracefully allowed to use a number of published and unpublished glossaries, most notably by Julie Vargas and Charlie Catania for this purpose. Originally we thought that this would take a year or so, but we have just recently finished the basic translation of technical terms, mostly without even attempting to translate the definitions. And this has taken us over 5 years! A preliminary report was the subject of our paper at the Oslo ABAI conference in 2009. A number of issues have turned up, that have to be addressed. Some of them have been addressed in a recent paper in JEAB (2012, 97, 347-355) by a similar team from Finland. Among the topics is the ever changing field of behavior analysis, but also some theoretical, even philosophical issues, such as how to effectively advertize and help spread the good word of behaviorism. In some respects our field is held back by older technical terms that can be regarded negative, even offensive, to some of our readers. Terms such as "control" and even "behavior modification" come to mind. Finally, there are some difficult issues regarding the interconnections between basic technical terms, and how they are best presented and translated.

One of the challenges of supervising and training candidates for the BCBA certificate is identifying the contingencies that shape and maintain in-situ behavior analytic repertoires. While many traditional approaches to the training of BCBA supervisees involve periodic supervision meetings, these meetings are insensitive to the consequences experienced in a classroom/therapeutic setting and can vary from supervisor-to-supervisor as to the content and competencies expected. Supervision and training has been examined by some systems-based approaches such a CABAS (Greer, 1997) in which behavior analytic staff are taught through a combination of in-situ experiences and modules/units of study. In this paper, we extend Greer's work by evaluating a BCBA supervisee module system (Cordova, Reeve, Sheehan, O'Brien & Cruz, in-press) designed to establish basic competencies in skills identified through the BACB task list. Of particular interest were the extent to which BCBA supervisees could implement basic behavior analytic procedures. Initial results showed that participants were able to achieve an accuracy level of 90% correct responding or better following training utilizing the competencies within the module system.

This presentation draws from evidence-based practice and personal experience to recommend ten instructional strategies for effective preservice and inservice training of classroom teachers, both in general and special education, on the use of ABA principles and procedures. Among the points discussed are: 1. Recognize that linear analysis does not come naturally to some teachers and paradigm shift is challenging. 2. Insist on precision in operational definitions of principles and procedures. 3. Define principles by function; separate intention from effect. 4. Provide visual diagramming as well as verbal definitions to assist in mastery. 5. Supply many examples and non-examples in teaching concepts. 6. Apply principles and procedures in real classroom settings, using strong research designs and reporting results. 7. Teach data collection, research design, and visual analysis of data. 8. Use components of a Personalized System of Instruction such as study guides, frequent testing over small units, mastery criteria, tutoring, and retake options. 9. Teach formal APA writing style in small units with multiple examples, immediate feedback, and required revision. 10. Arrange for public presentation of applied research, with opportunities for recognition of effort and/or effectiveness.

Applied Behavior Analytic teaching programs were provided in 2008 and again in 2012 to staff in two regional neuropsychiatric facilities that assess and treat patients/residents with aggravated behaviors and complex neuropsychiatric presentations. This presentation includes a review of specific topics and strategies that were successfully taught to both professional and non-professional staff; were meaningful and had a good contextual fit to facilities; significantly reduced the use of aversive seclusion and restraint punishment procedures; and had a long-term influence on increasing the use of evidence-based ABA treatment practices and positive behavior supports. The session will identify behavioral strategies with a good contextual fit for facility supports, as well as technically sound practices that can be taught and implemented successfully (systematically and with fidelity) by most non-ABA personnel. Evidence of the impact of ABA teaching in the programs will be included. The on-site support required to ensure staff follow-through of behavioral best practices will be reported as facility feedback and data on the outcomes, which were presented by hospital staff at a Neuropsychiatry conference. A bibliography of supporting research is available.