RESUMEN
Through the application of behavioral principles, behavior analysts seek to produce socially meaningful behavior change, defined as alterations in behavior that yield important outcomes immediately beneficial for the direct consumers of interventions and key stakeholders. Behavioral practitioners and researchers often engage in assessment and reporting of the meaningfulness of behavior change using social validity assessments. These assessments ensure that target behaviors are appropriately selected, intervention procedures are acceptable, and satisfactory outcomes are produced. The purpose of this review is to identify the current state of social validity within behavioral literature. We reviewed eight peer-reviewed journals between 2010 and 2020. We found that 47% of the intervention studies reviewed included a social validity assessment. Social validity assessment across journals has increased over time, with a significant rise from 2019 to 2020. Implications of these findings and suggestions for future work are discussed.
RESUMEN
The 2016-2018 National Surveys of Children's Health dataset was used to identify associations among preventive care, unmet health care needs, medical home access, and emergency department (ED) use among children and adolescents with autism spectrum disorder (ASD). Results indicated that youth with ASD had higher odds of using ED services if they had unmet mental health care needs (OR = 1.58, CI: 1.04-2.39) and lower odds of using ED services if they had access to a medical home (OR = 0.79, CI: 0.63-0.98). Findings suggest the importance of access to coordinated, comprehensive, and patient-centered care to address health care needs and prevent ED utilization among children and adolescents with ASD.
Asunto(s)
Trastorno del Espectro Autista , Niño , Humanos , Adolescente , Trastorno del Espectro Autista/terapia , Salud Mental , Servicio de Urgencia en Hospital , Atención a la Salud , Atención Dirigida al PacienteRESUMEN
Behavior analysts play an important role in supporting the behavior and learning of young children with disabilities in natural settings. However, there is very little research related specifically to developing the skills and competencies needed by pre-service behavior analysts. This study examined the effects of "bug-in-ear" (BIE) coaching on pre-service behavior analysts' implementation of functional communication training with pre-school children with autism in their classrooms. BIE coaching was associated with increases in the rate of functional communication training trials each intern initiated per session and in the fidelity with which interns implemented functional communication training. Adults created more intentional opportunities for children to communicate, and adults provided more systematic instruction around those opportunities.
RESUMEN
OBJECTIVE: To evaluate correspondence between three models of brief functional analysis (BFA); to evaluate a latency-based model of BFA. METHODS: Single subject research; three models of BFA; latency-based BFA; brief A-B model with programmed antecedents and no programmed consequences for aberrant behaviour; A-B-C model with programmed antecedents and programmed consequences for aberrant behaviour; contingency reversal treatment evaluations conducted with each model; each model implemented with four individuals with autism diagnoses; correspondence of results between the three BFA models in terms of the conditions in which aberrant behaviour occurred. RESULTS: Overall, strong correspondence between all three BFA models was observed; several specific instances of non-correspondence within participants observed; more differentiation observed between test and control conditions in A-B model than A-B-C model. CONCLUSIONS: Additional support that clinicians and educators have flexibility in choosing BFA model that fits the specific, idiosyncratic variables and constraints of their setting (e.g. outpatient; classroom) and client(s).