December 2023 Preview

Subscribe on Apple Podcasts Subscribe on Google Play Subscribe on Stitcher Is anxiety just some imprecise term developed by our verbal community? Or does anxiety refer to a specific series of private events that can affect human behavior? Well, we've spent over an hour discussing the who's, what's, and where's of anxiety in the hopes of coming to some sort of a conclusion. I don't know if we do, but at least Rob wrote a new song for the occasion! Articles discussed this episode: Friman, Patrick C., Hayes, S.C., & Wilson, K.G. (1998). Why behavior analysts should study emotion: The example of anxiety. Journal of Applied Behavior Analysis, 31, 137-156. doi: 10.1901/jaba.1998.31-137 Flood, W.A. & Wilder, D.A. (2004). The use of differential reinforcement and fading to increase time away from a caregiver in a child with separation anxiety disorder. Education and Treatment of Children, 27, 1-8. Hagopian, L.P. & Jennett, H.K. (2008). Behavioral assessment and treatment of anxiety in individuals with intellectual disabilities and autism. Journal of Developmental and Physical Disabilities, 20, 467-483. doi: 10/1007/s10882-008-9114-8 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.

15 Nov 20171h 11min

Subscribe on Apple Podcasts Subscribe on Google Play Subscribe on Stitcher Subscribe on YouTube We're a little nervous to say it, but next week, we're going to talk about anxiety from a behavior analytic standpoint and try to make sense of whether or not its treatment is a realm appropriate for BCBAs to tackle. Spoiler: of course it is! Meanwhile, listen to Rob drone on about how great he is at running. And let us know if you like the new camera set up! Articles for next week: Friman, Patrick C., Hayes, S.C., & Wilson, K.G. (1998). Why behavior analysts should study emotion: The example of anxiety. Journal of Applied Behavior Analysis, 31, 137-156. doi: 10.1901/jaba.1998.31-137 Flood, W.A. & Wilder, D.A. (2004). The use of differential reinforcement and fading to increase time away from a caregiver in a child with separation anxiety disorder. Education and Treatment of Children, 27, 1-8. Hagopian, L.P. & Jennett, H.K. (2008). Behavioral assessment and treatment of anxiety in individuals with intellectual disabilities and autism. Journal of Developmental and Physical Disabilities, 20, 467-483. doi: 10/1007/s10882-008-9114-8

8 Nov 201721min

Subscribe on Apple Podcasts Subscribe on Google Play Subscribe on Stitcher On this week's episode we discuss CMO-R's, CMO-T's, and everything in between. Is it possible to improve discrete trial training with a better understanding of why kids hate DTT? And how can we shift student motivation to improve discrimination in PECS training? Then, between all of Diana and Jackie's smart talkin', Rob gets the ultimate revenge on those who have wronged him! Don't forget to download this; our absence serves as a CMO-P (for podcast). Articles discussed this episode: Carbone, V.J., Morgenstern, B., Zecchin-Tirri, G., & Kolberg, L. (2010). The role of the reflexive-conditioned motivating operation (CMO-R) during discrete trial instruction of children with autism. Focus on Autism and Other Developmental Disabilities, 25, 110-124. doi: 10.1177/1088357610364393 Gutierrez, A. Jr., Vollmer, T.R., Dozier, C.L., Borrero, J.C., Rapp, J.T., Bourret, J.C., & Gadaire, D. (2007). Manipulating establishing operations to verify and establish stimulus control during mand training. Journal of Applied Behavior Analysis, 40, 645-658. doi: 10.1901/jaba.2007.645-658 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.

1 Nov 20171h 6min

Subscribe on Apple Podcasts Subscribe on Google Play Subscribe on Stitcher Subscribe on YouTube Next week is all about CMOs, one of the first topics we were ever asked to do by a listener. And it only took us until episode 42 to get there. So, while you wait for the new episode, let's discuss everyone's fall preferences. Or perhaps its Diana's Christmas list, it's hard to tell... Articles for next week: Carbone, V.J., Morgenstern, B., Zecchin-Tirri, G., & Kolberg, L. (2010). The role of the reflexive-conditioned motivating operation (CMO-R) during discrete trial instruction of children with autism. Focus on Autism and Other Developmental Disabilities, 25, 110-124. doi: 10.1177/1088357610364393 Gutierrez, A. Jr., Vollmer, T.R., Dozier, C.L., Borrero, J.C., Rapp, J.T., Bourret, J.C., & Gadaire, D. (2007). Manipulating establishing operations to verify and establish stimulus control during mand training. Journal of Applied Behavior Analysis, 40, 645-658. doi: 10.1901/jaba.2007.645-658

25 Okt 201715min

Subscribe on Apple Podcasts Subscribe on Google Play Subscribe on Stitcher The BABAT conference in Massachusetts is all done, but that doesn't mean the fun is over. Stay with us a while as we discuss our favorite talks, reflect on the highs of the conference, and bother a bunch of students until they agree to talk about their research on our show. Remember, we made this episode instead of getting a good night's sleep in our discount hotel beds. Posters discussed this episode: A Methodology for Testing Whether Tokens function as Reinforcers. Meacha Coon and Jason Bourret (The New England Center for Children). Teaching an Adult with Autism Spectrum Disorder to Use an Activity Schedule During Vocational Beekeeping. Jessica Sances, Jessica Day-Watkins, and James Connell (Drexel University). Evaluating Procedural Parameters of Successive Matching-to-Sample for the Establishment of Equivalence Classes. Tim Howland, Karina Zhelezoglo, Areli Perez Sotelo, and Caio Miguel (California State University, Sacramento). Teaching Symbolic Play to Young Children with Autism. Laura Wilhelm and Bill Ahearn (The New England Center for Children). Effects of Category and Choice on Preference. Jessica Gutfleish, Diannelys Rojas, and Allen Karsina (The New England Center for Children). Positive Parent Contact to Enhance Family-School Communication: Does This Improve Classroom Behavior? Sarah Fefer, Ashley Thoma, and Marina Donnelly (University of Massachusetts, Amherst).

18 Okt 201736min

Subscribe on Apple Podcasts Subscribe on Google Play Subscribe on Stitcher This week we're joined in the virtual studio with special guest, Dr. Mallory Quinn from ABA Sports Innovations, to talk about behavior analysis and improving sports performance. We stare blankly at one another while trying to figure out how pole vaulting works before Mallory breaks out the glitter and graphs to demonstrate how to improve dance moves. Then we stop everything for a musical number. Eat your heart out, Ryan Gosling! Articles discussed this episode: Scott, D., Scott, L.M., & Goldwater, B. (1997). A performance improvement program for an international-level track and field athlete. Journal of Applied Behavior Analysis, 30, 573-575. doi: 10.1901/jaba.1997.30-573 Quinn, M., Miltenberger, R., Abreau, A., & Narozanick, T. (2017). An intervention featuring public posting and graphical feedback to enhance the performance of competitive dancers. Behavior Analysis in Practice, 10, 1-11. doi: 10.1007/s40617-016-0164-6 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.

11 Okt 20171h 11min

Subscribe on Apple Podcasts Subscribe on Google Play Subscribe on Stitcher Subscribe on YouTube We're back to our regularly scheduled programming next week with a review of articles related to sports performance. Can you become a hooperball athlete and score all the slam runs? Special guest Mallory Quinn has all the research for you. In the meantime we reconvene to discuss some more supervision, specifically, how to TAKE feedback from others...with mixed results. Articles for next week: Scott, D., Scott, L.M., & Goldwater, B. (1997). A performance improvement program for an international-level track and field athlete. Journal of Applied Behavior Analysis, 30, 573-575. doi: 10.1901/jaba.1997.30-573 Quinn, M., Miltenberger, R., Abreau, A., & Narozanick, T. (2017). An intervention featuring public posting and graphical feedback to enhance the performance of competitive dancers. Behavior Analysis in Practice, 10, 1-11. doi: 10.1007/s40617-016-0164-6

4 Okt 201716min

Subscribe on Apple Podcasts Subscribe on Google Play Subscribe on Stitcher It's our final episode in Supervision September and we saved the best for last. How to give your supervisees feedback! How to make work fun! Plus horror stories of the times we all utterly failed at supervising. And, of course, Diana gives a bunch of "Lost" spoilers. Because talking about great serialized television is the best way to let your staff know that you're a cool supervisor. Readings discussed this episode: Reid, D.H., Parsons, M.B., & Green, C.W. (2012). The supervisor's guidebook: Evidence-based strategies for promoting work quality and enjoyment among human service staff. Morganton, North Carolina: Habilitative Management Consultants, Inc. 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 Sep 20171h 14min