Episode 31 - Problem Solving w/ Dr. Judah Axe

When you get to higher education, you should learn something more than facts, right? Shouldn’t you learn how to use those facts to solve new and exciting problems? This week, Dr. Darlene Crone-Todd breaks out the scaffolding and shares her research on how to define and plan for teaching higher-order thinking skills. For students of all ages, if you’re responsible for teaching others, there’s something here for you. This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Crone-Todd, D.E., Pear, J.J., & Read, C.N. (2000). Operational definitions for higher-order thinking objectives at the post-secondary level. Academic Exchange Quarterly, 4, 99-106. Crone-Todd, D.E. & Pear, J.J. (2001). Application of Bloom’s taxonomy to PSI. The Behavior Analyst Today, 2, 204-210. doi: 10.1037/h0099931 Pear, JJ., Crone-Todd, D.E., Wirth, K.M., & Simister, H.D. (2001). Assessment of thinking levels in students’ answers. Academic Exchange Quarterly, 5, 94-99. Crone-Todd, D.E. (2007). Assessment of thinking in adult learners. Behavioral Development Bulletin, 13, 43-46. doi: 10.1037/h0100500 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.

24 Feb 20211h 22min

If you didn’t know the difference between acquired and traumatic brain injuries, have we got a show for you. This week, Dr. Megan Heinicke shares the basics of the evidence-based for treatment of TBIs using the principles of behavior analysis. We discuss the research, the practice, and just how BCBAs should go about entering a new field. This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Heinicke, M.R. & Carr, J.E. (2014). Applied behavior analysis in acquired brain injury rehabilitation: A meta-analysis of single-case design intervention research. Behavioral Interventions, 29, 77-105. doi: 10.1002/bin.1380 LeBlanc, L.A., Heinick, M.R., & Baker, J.C. (2013). Expanding the consumer base for behavior-analytic services: Meeting the needs of consumers in the 21st century. Behavior Analysis in Practice, 5, 4-14. doi: 10.1007/BF03391813 Heinicke, M.R., Carr, J.E., & Mozzoni, M.P. (2009). Using differential reinforcement to decrease academic response latencies of an adolescent with acquired brain injury. Journal of Applied Behavior Analysis, 42, 861-865. doi: 10.1901/jaba.2009.42-861 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.

17 Feb 20211h 16min

A goblin horde approaches your part of adventurers. Roll for attack! If the above statement brings back positive memories of your friends, you’re probably a fan of games. If not, you may either a) hate games as much as Jackie or b) benefit from research on improving turn-taking and game-playing abilities. Don’t worry, everyone can learn the basics of playing a game and in this week’s episode, we break out the research instruction manual on just how to support children with a variety of disabilities to do just that. It’s like rolling a natural 20. This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Turn Taking Oppenheim-Leaf, M.L., Leaf, J.B., & Call, N.C. (2012). Teaching board games to two children with an autism spectrum disorder. Journal of Developmental and Physical Disabilities, 24, 247-358. doi: 10.1007/s10882-012-9274-4 Davis-Temple, J., Jung, S., & Sainato, D.M. (2014). Teaching young children with special needs and their peers to play board games: Effects of a least to most prompting procedure to increase independent performance. Behavior Analysis in Practice, 7, 21-30. doi: 10.1007/s40617-014-0001-8 Barton, E.E., Pokorski, E.A., Sweeney, E.M., Velez, M., Gossett, S., Qiu, J., Flaherty, C., & Domingo, M. (2018). An empirical examination of effective practices for teaching board game play to young children. Journal of Positive Behavior Interventions, 20, 138-148. doi: 10.1177/1098300717753833 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.

10 Feb 20211h 23min

While the month may be short on days, it’s certainly not short on awesome behavior analytic content! When we’re not giving each other virtual flowers, we’re finding awesome, new guests to share their knowledge with us. Between discussions of turn-taking, best practice teaching in higher education, and traumatic brain injury, February’s episodes will be as delicious and varied as a Valentine’s box of chocolate. Articles for February 2021’s Episodes Turn Taking Oppenheim-Leaf, M.L., Leaf, J.B., & Call, N.C. (2012). Teaching board games to two children with an autism spectrum disorder. Journal of Developmental and Physical Disabilities, 24, 247-358. doi: 10.1007/s10882-012-9274-4 Davis-Temple, J., Jung, S., & Sainato, D.M. (2014). Teaching young children with special needs and their peers to play board games: Effects of a least to most prompting procedure to increase independent performance. Behavior Analysis in Practice, 7, 21-30. doi: 10.1007/s40617-014-0001-8 Barton, E.E., Pokorski, E.A., Sweeney, E.M., Velez, M., Gossett, S., Qiu, J., Flaherty, C., & Domingo, M. (2018). An empirical examination of effective practices for teaching board game play to young children. Journal of Positive Behavior Interventions, 20, 138-148. doi: 10.1177/1098300717753833 Traumatic Brain Injury w/ Dr. Megan Heinicke Heinicke, M.R. & Carr, J.E. (2014). Applied behavior analysis in acquired brain injury rehabilitation: A meta-analysis of single-case design intervention research. Behavioral Interventions, 29, 77-105. doi: 10.1002/bin.1380 LeBlanc, L.A., Heinick, M.R., & Baker, J.C. (2013). Expanding the consumer base for behavior-analytic services: Meeting the needs of consumers in the 21st century. Behavior Analysis in Practice, 5, 4-14. doi: 10.1007/BF03391813 Heinicke, M.R., Carr, J.E., & Mozzoni, M.P. (2009). Using differential reinforcement to decrease academic response latencies of an adolescent with acquired brain injury. Journal of Applied Behavior Analysis, 42, 861-865. doi: 10.1901/jaba.2009.42-861 Higher Order Thinking in Higher Education w/ Dr. Darlene Crone-Todd Crone-Todd, D.E., Pear, J.J., & Read, C.N. (2000). Operational definitions for higher-order thinking objectives at the post-secondary level. Academic Exchange Quarterly, 4, 99-106. Crone-Todd, D.E. & Pear, J.J. (2001). Application of Bloom’s taxonomy to PSI. The Behavior Analyst Today, 2, 204-210. doi: 10.1037/h0099931 Pear, JJ., Crone-Todd, D.E., Wirth, K.M., & Simister, H.D. (2001). Assessment of thinking levels in students’ answers. Academic Exchange Quarterly, 5, 94-99. Crone-Todd, D.E. (2007). Assessment of thinking in adult learners. Behavioral Development Bulletin, 13, 43-46. doi: 10.1037/h0100500

3 Feb 202120min

While mindfulness may feel like the new hotness, is there anything in the research that supports its effectiveness in improving classroom behavior? This week we stop our deep breathing exercises to discuss just what makes mindfulness so popular, whether the results match the increased fervor, and whether behavior analysts should be paying attention. If you enjoy this week’s episode on mindfulness, keep an eye on your feed for a bonus episode coming out later this month with the authors of one of the mindfulness curricula that we discuss! Articles discussed this episode: Klingbeil, D.A., Fischer, A.J., Renshaw, T.L., Bloomfield, B.S., Polakoff, B., Willenbrink, J.B., Copek, R.A., & Chan K.T. (2017). Effects of mindfulness-based interventions on disruptive behavior: A meta-analysis of single-case research. Psychology in the Schools, 54, 70-87. doi: 10.1002/pits.21982 Kasson, E.M. & Wilson, A.N. (2017). Preliminary evidence on the efficacy of mindfulness combined with traditional classroom management strategies. Behavior Analysis in Practice, 10, 242-251. doi: 10.1007/s40617-016-0160-x Black, D.S. & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23, 1242-1246. doi: 10.1007/s10826-013-9784-4 Wilson, A.N. & Dixon, M.R. (2010). A mindfulness approach to improving classroom attention. Journal of Behavioral Health and Medicine, 1, 137-142. doi: 10.1037/h0100547 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.

27 Jan 20211h 19min

Step right up! Step right up! It’s time for the great ethics debate! In this corner, Jackie and Diana, the dynamic duo, ready to convince the listeners that the BACB ethics code fails to do enough to support meaningful ethical problem solving in the repertoire of behavior analysts. And, coming all the way from the other side of the podcast-o-sphere, it’s Rob with special guest (i.e., ringer) Dr. Allen Karsina, ready to tangle in support of the current code because rules are the scaffolding that holds our moral wills and skills to be ethical together. It’s no-holds barred on this week’s episode. Four BCBAs enter…only two will leave! Did I hype this one up enough? NOTE: This episode was recorded prior to the release of the updated BACB ethics guidelines Articles discussed this episode: Rosenberg, N.E., & Schwartz, I.S. (2019). Guidance or compliance: What makes an ethical behavior analyst? Behavior Analysis in Practice, 12, 473-482. doi: 10.1007/s40617-018-00287-5 Sellers, T.P., Carr, J.E., Nosik, M.R. (2020). On the BACB’s ethics requirements: A response to Rosenberg and Schwartz (2019). Behavior Analysis in Practice, 13, 714-717. doi: 10.1007/s40617-020-00463-6 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.

20 Jan 20211h 18min

While we weren’t able to record our live talk at the Thompson Center Conference this year, it did give us time to think about the ethical responsibility of BCBAs to include instruction and support in improving the cultural responsiveness of our supervisees. I mean, how else can we expect the next generations of behavior analysts to improve their ability to take culture into account during assessment, treatment, and rapport building activities? Note: This episode is worth 1.5 Learning Credits Articles discussed this episode: Sellers, T. P., Alai-Rosales, S., MacDonald, R. P. F. (2016). Taking full responsibility: The ethics of supervision in behavior analytic practice. Behavior Analysis in Practice, 9, 299-308. doi: 10.1007/s40617-016-0144-x Munoz, C. C., DoBroka, C. C., & Mohammad, S. (2009). Development of a multidisciplinary course in cultural competence for nursing and human service professions. Journal of Nursing Education, 48, 495-503. doi: 10.3928/01484834-20090610-03 Rogers-Sirin, L., & Sirin, S. R. (2009). Cultural competence as an ethical requirement: Introducing a new educational model. Journal of Diversity in Higher Education, 2, 19-29. doi: 10.1037/a0013762 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.

13 Jan 20211h 28min

A new year means new podcasts and new resolutions. To help you out, we’re starting off the year with two podcasts all on the topic of ethics. First, we welcome back Dr. Allen Karsina who will literally debate us about the ethics code. Then, we get into the ethics of cultural competence in the practice of a behavior analyst. Finally, we wrap it all up with a mindful podcast about mindfulness in the schools. Here’s to a better year than the last! Articles for January 2021 Ethics of Teaching Cultural Responsiveness Sellers, T. P., Alai-Rosales, S., MacDonald, R. P. F. (2016). Taking full responsibility: The ethics of supervision in behavior analytic practice. Behavior Analysis in Practice, 9, 299-308. doi: 10.1007/s40617-016-0144-x Munoz, C. C., DoBroka, C. C., & Mohammad, S. (2009). Development of a multidisciplinary course in cultural competence for nursing and human service professions. Journal of Nursing Education, 48, 495-503. doi: 10.3928/01484834-20090610-03 Rogers-Sirin, L., & Sirin, S. R. (2009). Cultural competence as an ethical requirement: Introducing a new educational model. Journal of Diversity in Higher Education, 2, 19-29. doi: 10.1037/a0013762 The “Debatable” Ethics Code w/ Dr. Allen Karsina Rosenberg, N.E., & Schwartz, I.S. (2019). Guidance or compliance: What makes an ethical behavior analyst? Behavior Analysis in Practice, 12, 473-482. doi: 10.1007/s40617-018-00287-5 Sellers, T.P., Carr, J.E., Nosik, M.R. (2020). On the BACB’s ethics requirements: A response to Rosenberg and Schwartz (2019). Behavior Analysis in Practice, 13, 714-717. doi: 10.1007/s40617-020-00463-6 Mindfulness in Classroom Management Klingbeil, D.A., Fischer, A.J., Renshaw, T.L., Bloomfield, B.S., Polakoff, B., Willenbrink, J.B., Copek, R.A., & Chan K.T. (2017). Effects of mindfulness-based interventions on disruptive behavior: A meta-analysis of single-case research. Psychology in the Schools, 54, 70-87. doi: 10.1002/pits.21982 Kasson, E.M. & Wilson, A.N. (2017). Preliminary evidence on the efficacy of mindfulness combined with traditional classroom management strategies. Behavior Analysis in Practice, 10, 242-251. doi: 10.1007/s40617-016-0160-x Black, D.S. & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23, 1242-1246. doi: 10.1007/s10826-013-9784-4 Wilson, A.N. & Dixon, M.R. (2010). A mindfulness approach to improving classroom attention. Journal of Behavioral Health and Medicine, 1, 137-142. doi: 10.1037/h0100547

6 Jan 202122min