Technology to Facilitate Telehealth in Applied Behavior Analysis

Traditionally, center-based Applied Behavior Analysis (ABA) therapy is delivered in a face-to-face format across several sessions; however, given the recent COVID-19 pandemic, many behavior analysts practicing in ABA centers have temporarily been authorized to provide services using a telehealth model. This rapid change in service delivery has posed unique challenges for behavior analysts and families with loved ones who were receiving ABA services in centers or schools. Among one of the most pressing concerns is that behavior analysts commonly rely on direct observation of behavior to make data-based decisions regarding client treatment plans. The shift to a telehealth model in light of the COVID-19 pandemic requires behavior analysts to quickly adapt the manner in which many have been providing services. Although many behavior analysts may be familiar with various technologies, they may struggle to identify the benefits and limitations of each technology in terms of providing telehealth. Selecting an appropriate technology that allows behavior analysts to stay true to the science of behavior analysis is prudent. The purpose of this paper is to provide a review of some available technologies to support telehealth that will allow behavior analysts to conduct direct observation from a remote location. The three technologies reviewed are 1) web camera, 2) Swivl, and 3) telepresence robot. Features of these technologies will be described and compared including benefits and drawbacks of each (see Table 1). Sample task analyses for using each technology are also provided.

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Concerns About ABA-Based Intervention: An Evaluation and Recommendations

Journal of Autism and Developmental Disorders ◽

10.1007/s10803-021-05137-y ◽

2021 ◽

Author(s):

Justin B. Leaf ◽

Joseph H. Cihon ◽

Ronald Leaf ◽

John McEachin ◽

Nicholas Liu ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Behavior Analysis ◽

Applied Behavior Analysis ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Historical Events ◽

Licensed Psychologists ◽

Behavior Analysts

AbstractFor over 50 years, intervention methods informed by the principles of applied behavior analysis (ABA) have been empirically researched and clinically implemented for autistics/individuals diagnosed with autism spectrum disorder (ASD). Despite the plethora of evidence for the effectiveness of ABA-based interventions, some autism rights and neurodiversity activists have expressed concerns with ABA-based interventions. Concerns have included discontent with historical events and possible harm from the procedures and goals targeted. The purpose of this manuscript is to examine some expressed concerns about ABA-based intervention and suggest productive ways of moving forward to provide the best outcomes for autistics/individuals diagnosed with ASD. The authors represent stakeholders from multiple sectors including board certified behavior analysts, licensed psychologists, parents, and autistics/individuals diagnosed with ASD.

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School-Wide PBIS: Extending the Impact of Applied Behavior Analysis. Why is This Important to Behavior Analysts?

Behavior Analysis in Practice ◽

10.1007/s40617-015-0055-2 ◽

2015 ◽

Vol 8 (1) ◽

pp. 88-91 ◽

Cited By ~ 3

Author(s):

Robert F. Putnam ◽

Donald Kincaid

Keyword(s):

Behavior Analysis ◽

Applied Behavior Analysis ◽

Behavior Analysts ◽

The Impact

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Guidance for Behavior Analysts in Addressing Racial Implicit Bias

10.31234/osf.io/4g5mr ◽

2021 ◽

Author(s):

Catherine Jaramillo ◽

Karen Nohelty

Keyword(s):

Behavior Analysis ◽

Racial Discrimination ◽

Applied Behavior Analysis ◽

Implicit Bias ◽

Positive Change ◽

Behavior Analysts

In the practice of applied behavior analysis (ABA) treatment, implicit bias, which can be defined in behavioral terms, needs to be addressed as it may inadvertently lead to overt forms of discrimination on the basis of race. While little research has been conducted within the field of ABA on racial implicit bias, information gathered from related fields can provide insight as to how behavior analysts can promote positive change in this area. Drawing from existing literature, recommendations are provided regarding assessment and administration of interventions to reduce racial implicit bias for clinicians. The purpose of this paper is to provide strategies that behavior analysts can implement immediately to assess and reduce behaviors related to implicit bias exhibited by practitioners, thereby reducing racial discrimination with clients and staff.

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Cultural Responsiveness Curriculum for Behavior Analysts: A Meaningful Step toward Social Justice

10.31234/osf.io/7t8p9 ◽

2021 ◽

Author(s):

Sneha Kohli Mathur ◽

Kristine Rodriguez

Keyword(s):

Autism Spectrum Disorder ◽

Social Justice ◽

Cultural Competence ◽

Behavior Analysis ◽

Applied Behavior Analysis ◽

Autism Spectrum ◽

Cultural Responsiveness ◽

Spectrum Disorder ◽

Systemic Racism ◽

Behavior Analysts

Clients of applied behavior analysis (ABA), specifically Black, Indigenous, and People of Color (BIPOC) receiving treatment for Autism Spectrum Disorder (ASD), regularly experience the effects of systemic racism via biases in the healthcare system. Applied behavior analysis (ABA) as a science offers the necessary tools to support immediate, concrete actions to bring about social justice. This paper offers a brief conceptual framework of critical race theory (CRT); cultural competence, responsiveness, and humility; and social justice concepts. Applications to healthcare, including systemic racism and implicit bias, are offered along with points of personal reflection. These conceptual frameworks are synthesized in support of a cultural responsiveness curriculum, rooted in the tenets of CRT and cultural competence trainings in neighboring disciplines, that the authors offer as an immediate, actionable step that Board Certified Behavior Analysts (BCBAs) can take today to broaden their perspective and proficiency. The prospective benefits of this work include effecting change in the access to and outcomes of behavior analytic services, particularly for the treatment of Autism Spectrum Disorder (ASD) in marginalized communities.

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Educational Pandemic Impacts in Applied Behavior Analysis (ABA) Classrooms: Qualitative Outcomes from Board Certified Behavior Analyst (BCBA) and Registered Behavior Technicians (RBT) Perspectives

The Qualitative Report ◽

10.46743/2160-3715/2021.5006 ◽

2021 ◽

Author(s):

Chana Josilowski-Max ◽

Nicole Lambright

Keyword(s):

Service Delivery ◽

Behavior Analysis ◽

Applied Behavior Analysis ◽

Service Providers ◽

Research Question ◽

Health And Safety ◽

Autism Spectrum ◽

Behavior Analyst ◽

Course Of Action ◽

Behavior Analysts

The current COVID-19 pandemic has led to unprecedented changes in how Applied Behavior Analysis (ABA) services are provided to students/clients with autism spectrum disorders (ASD), and scant literature is available from which to determine the best course of action for providing safe services during a pandemic. The research question for this study is: What is the essence of experiences of parents, teachers, and Board-Certified Behavior Analysts of students with ASD who are now receiving ABA services remotely due to the COVID-19 pandemic school closures? Generic qualitative design was used to analyze the responses of nine participants who are either Board Certified Behavior Analysts (BCBAs) or Registered Behavior Technicians (RBTs). Findings indicate that service providers are concerned about the effectiveness of telehealth services, do not believe that safety is always a priority for in person services, and that students/clients are struggling to find success amid the near-constant changes in service delivery brought about by the pandemic. Findings indicate that BCBAs and RBTs working with students with ASD are concerned about the negative outcomes for students in relation to changes in service delivery, are not comfortable with the level of risk to their own health and safety in order to provide services, and that telehealth options for ABA services have pros and cons that are difficult to weigh when determining how best to provide services during a pandemic.

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Professional Credentialing of Practicing Behavior Analysts

Policy Insights from the Behavioral and Brain Sciences ◽

10.1177/2372732216685861 ◽

2016 ◽

Vol 4 (1) ◽

pp. 3-8 ◽

Cited By ~ 17

Author(s):

James E. Carr ◽

Melissa R. Nosik

Keyword(s):

Public Policy ◽

Behavior Analysis ◽

Present Article ◽

Applied Behavior Analysis ◽

Human Behavior ◽

Treatment Approach ◽

Applied Science ◽

Professional Certification ◽

Behavior Analysts

Treatments based on applied behavior analysis (ABA)—an applied science of human behavior—have been increasingly recognized in public policy, both at the federal and state levels. Despite this recognition, however, the relative newness of the science often raises questions about the nature of the treatment approach and the qualifications and regulation of its practitioners. Thus, the present article is a primer on the features of ABA most relevant to public policy stakeholders, including professional certification, licensure, and workforce expansion.

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Board certified behavior analysts and school fidelity of Applied Behavior Analysis services: qualitative findings

International Journal of Developmental Disabilities ◽

10.1080/20473869.2021.1926854 ◽

2021 ◽

pp. 1-11

Author(s):

Chana Max ◽

Nicole Lambright

Keyword(s):

Behavior Analysis ◽

Applied Behavior Analysis ◽

Behavior Analysts

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A Computer-Based System for Collecting and Analyzing Observational Data

Journal of Special Education Technology ◽

10.1177/016264348900900406 ◽

1989 ◽

Vol 9 (4) ◽

pp. 207-217 ◽

Cited By ~ 42

Author(s):

Alan C. Repp ◽

Kathryn G. Karsh ◽

Rick Van Acker ◽

David Felce ◽

Martin Harman

Keyword(s):

Behavior Analysis ◽

Real Time ◽

Observational Data ◽

Applied Behavior Analysis ◽

Direct Observation ◽

Time Sampling ◽

Data Analyses ◽

Computer Based ◽

Research Questions ◽

Sampling Procedures

Applied behavior analysis and other sciences based on data derived from direct observation are often interested in session summaries for each behavioral code of interest. In general, these data are obtained through time-sampling procedures, though they are occasionally obtained through electromechanical means that can preserve data in real time Such a record is an advantage as it offers the researcher additional options in analyzing behavior. This article describes such a system, based on the Epson HX-20, that we have been using for 5 years to collect data for various projects. The article includes examples of some of the programs developed, types of research questions asked, and data analyses conducted.

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