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Silbaugh BC. Discussion and Conceptual Analysis of Four Group Contingencies for Behavioral Process Improvement in an ABA Service Delivery Quality Framework. Behav Anal Pract 2023; 16:421-436. [PMID: 37187846 PMCID: PMC10170007 DOI: 10.1007/s40617-022-00750-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/04/2022] [Indexed: 10/24/2022] Open
Abstract
Applied behavior analysis (ABA) organizations that provide services to children with autism can apply contingencies to improve employee performance or behavioral processes. Such contingencies may be especially important for maximizing ABA service delivery quality (ASDQ). For some behavioral processes, group contingencies applied to the behavior of individuals within the process may be more appropriate than individualized contingencies. In the history of the profession, behavior analysts have used group contingencies at the operant level of selection, such as independent, interdependent, and dependent group contingencies. However, recent experimental work in culturo-behavioral science suggests the metacontingency, an analogue of the operant contingency at the cultural level of selection, can also control the behavior of individuals in a group. This article discusses how such group-oriented contingencies could be used by managers in organizations in behavioral process improvement efforts to target key performance indicators of quality in an ASDQ framework. The paper ends with a discussion of limitations and future research.
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Zitter A, Rinn H, Szapuova Z, Avila-Pons VM, Coulter KL, Stahmer AC, Robins DL, Vivanti G. Does Treatment Fidelity of the Early Start Denver Model Impact Skill Acquisition in Young Children with Autism? J Autism Dev Disord 2023; 53:1618-1628. [PMID: 34855051 PMCID: PMC9160204 DOI: 10.1007/s10803-021-05371-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/10/2021] [Indexed: 11/26/2022]
Abstract
There is increasing evidence supporting the effectiveness of the Early Start Denver Model (ESDM) for children on the autism spectrum. However, substantial variability in response to the ESDM has been reported across participants. We examined the plausible yet untested hypothesis that variations in the fidelity level of therapists delivering the intervention contribute to variability in children's response to the ESDM. Videotaped sessions (n = 40) of toddlers on the autism spectrum who received the ESDM from trained therapists were coded to obtain measures of therapist fidelity and children's learning in response to the therapists' instruction. Variations in overall fidelity, along with variations in most items included in the ESDM fidelity checklist, contributed to the children's learning response during the sessions.
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Affiliation(s)
- Ashley Zitter
- A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Philadelphia, PA, 19104, USA
| | - Hezekiah Rinn
- A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Philadelphia, PA, 19104, USA
| | - Zofia Szapuova
- Lekárska Fakulta, UK Bratislava, Špitálska 24, 813 72, Bratislava, Slovakia
| | - Vanessa M Avila-Pons
- Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, Sacramento, CA, 95817, USA
| | - Kirsty L Coulter
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, 06269, USA
| | - Aubyn C Stahmer
- Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, Sacramento, CA, 95817, USA
| | - Diana L Robins
- A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Philadelphia, PA, 19104, USA
| | - Giacomo Vivanti
- A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Philadelphia, PA, 19104, USA.
- A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Suite 560, Philadelphia, PA, 19104, USA.
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Paquet A, Dionne C, Joly J, Rousseau M, Rivard M, Lemire C. Competency drivers to support implementation of early intensive behavioral intervention in large-scale community-based services: Perspectives of caseworkers and organization representatives. EVALUATION AND PROGRAM PLANNING 2023; 97:102211. [PMID: 36592543 DOI: 10.1016/j.evalprogplan.2022.102211] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 09/23/2022] [Accepted: 12/19/2022] [Indexed: 06/17/2023]
Abstract
Implementing evidence-based practices in "real-world" settings poses significant challenges. Organizations involved must address this issue by providing supportive infrastructures. Among the elements to consider are competency drivers, which refer to the selection, training, and supervision of caseworkers. The purpose of this study was to describe the perspectives of caseworkers and representatives on competency drivers that organizations put in place to support the implementation of early intensive behavioral intervention (EIBI) in large-scale community-based services. The sample consisted of 109 caseworkers and 23 organization representatives who completed questionnaires. Results demonstrated that respondents consider clinical support and training as key elements in EIBI implementation. However, despite recognizing these factors, respondents reported considerable variability in practices. It appears necessary to better define and plan the implementation of these competency drivers with a view to improving EIBI implementation.
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Affiliation(s)
- Annie Paquet
- Département de psychoéducation, Université du Québec à Trois-Rivières, 3351, boulevard des Forges, Trois-Rivières, Québec G8Z 4M3, Canada.
| | - Carmen Dionne
- Département de psychoéducation, Université du Québec à Trois-Rivières, 3351, boulevard des Forges, Trois-Rivières, Québec G8Z 4M3, Canada.
| | - Jacques Joly
- Département de psychoéducation, Université de Sherbrooke, 2500, boulevard de l'Université, Sherbrooke, Québec J1K 2R1, Canada.
| | - Myriam Rousseau
- CIUSSS Mauricie Centre-du-Québec, 3090, rue Foucher, Trois-Rivières, Québec G8Z 1M3, Canada.
| | - Mélina Rivard
- Département de psychologie, Université du Québec à Montréal, 100 rue Sherbrooke Ouest, Montréal, Québec H2X 3P2, Canada.
| | - Colombe Lemire
- Département de psychoéducation, Université du Québec à Trois-Rivières, 3351, boulevard des Forges, Trois-Rivières, Québec G8Z 4M3, Canada.
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Bejnö H, Bölte S, Linder N, Långh U, Odom SL, Roll-Pettersson L. From Someone Who May Cause Trouble to Someone You Can Play With: Stakeholders' Perspectives on Preschool Program Quality for Autistic Children. J Autism Dev Disord 2021; 52:3890-3908. [PMID: 34499273 PMCID: PMC9349083 DOI: 10.1007/s10803-021-05268-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/28/2021] [Indexed: 12/12/2022]
Abstract
In Sweden, young autistic children typically attend community-based preschool programs, which may not be adapted to their needs. In the current study, stakeholders to autistic children receiving Early Intensive Behavioral Intervention were interviewed following a quasi-randomized study (#NCT03634761) aimed at improving the preschool program quality using the Swedish version of the Autism Program Environment Rating Scale (APERS). Stakeholders provided their perceptions and experiences concerning key factors for high quality preschool programs as well as well as their experiences of the abovementioned APERS study. Applying thematic analysis, stakeholder groups differed in what they emphasized, but all highlighted staff’s competence, children’s inclusion and participation, collaboration, and the learning environment as key program areas that had been positively influenced by the APERS-based intervention.
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Affiliation(s)
- Hampus Bejnö
- Department of Special Education, Stockholm University, 106 91, Stockholm, Sweden.
| | - Sven Bölte
- Division of Neuropsychiatry, Department of Women's and Children's Health, Center of Neurodevelopmental Disorders (KIND), Karolinska Institutet, Stockholm, Sweden
- Center for Psychiatry Research, Stockholm County Council, Stockholm, Sweden
- Child and Adolescent Psychiatry, Stockholm County Council, Stockholm, Sweden
- Curtin Autism Research Group, Curtin School of Allied Health, Curtin University, Perth, WA, Australia
- KIND, CAP Research Center, Gävlegatan 22 B, 11330, Stockholm, Sweden
| | - Nina Linder
- Department of Special Education, Stockholm University, 106 91, Stockholm, Sweden
| | - Ulrika Långh
- Division of Neuropsychiatry, Department of Women's and Children's Health, Center of Neurodevelopmental Disorders (KIND), Karolinska Institutet, Stockholm, Sweden
- Center for Psychiatry Research, Stockholm County Council, Stockholm, Sweden
- Autism Center for Young Children, Habilitation & Health, Stockholm County Council, 104 62, Stockholm, Sweden
- KIND, CAP Research Center, Gävlegatan 22 B, 11330, Stockholm, Sweden
| | - Samuel L Odom
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8180, Chapel Hill, NC, 27599-8180, USA
| | - Lise Roll-Pettersson
- Department of Special Education, Stockholm University, 106 91, Stockholm, Sweden
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