RESUMEN
The inclusion of Positive Behavioral Intervention and Supports as a type of applied behavior analysis has often spurred considerable controversy. This controversy seems related to at least three areas of contention: measurement issues, views on aversive control, and the overall target of treatment. The present paper discusses these three areas in light of Horner and Sugai's target article and the current state of the field of applied behavior analysis. In the end, the authors are left wondering why this is even an ongoing controversy.
RESUMEN
Preference assessments directly evaluate items that may serve as reinforcers, and their implementation is an important skill for individuals who work with children. This study examined the effectiveness of pyramidal training on teachers' implementation of preference assessments. During experiment 1, 3 special education teachers taught 6 trainees to conduct paired-choice, multiple-stimulus without replacement, and free-operant preference assessments. All trainees acquired skills necessary to implement preference assessments with 90% or greater accuracy during the training sessions and demonstrated generalization of skills to their classrooms or clinic. During experiment 2, 5 teachers who served as trainees in experiment 1 trained 18 preschool teachers. All preschool teachers met the mastery criterion following training. Training teachers to implement preference assessments may increase teachers' acceptance and use of behavior-analytic procedures in school settings.