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Listen "Just Because it is Evidenced-Based Doesn't Mean You Apply the Strategy: Don't Forget the Analysis "
Episode Synopsis
Kelly speaks with Kristine Rodriguez, Chief Clinical Officer at Autism Learning Partners, and Co-lead of the CASP Client Outcomes SIG, breaking down the concepts of evidenced-based treatment and the importance of individual analysis before applying strategies in intervention.
Slocum, T. A., Detrich, R., Wilczynski, S. M., Spencer, T. D., Lewis, T., & Wolfe, K. (2014). The Evidence-Based Practice of Applied Behavior Analysis. The Behavior analyst, 37(1), 41–56. https://doi.org/10.1007/s40614-014-0005-2
Lechago, S. A., & Carr, J. E. (2008). Recommendations for reporting independent variables in outcome studies of early and intensive behavioral intervention for autism. Behavior modification, 32(4), 489–503. https://doi.org/10.1177/0145445507309034
Geiger, K. B., Carr, J. E., & Leblanc, L. A. (2010). Function-based treatments for escape-maintained problem behavior: a treatment-selection model for practicing behavior analysts. Behavior analysis in practice, 3(1), 22–32. https://doi.org/10.1007/BF03391755
Grow, L. L., Carr, J., & LeBlanc, L. (2009). Treatments for attention-maintained problem behavior: empirical support and clinical recommendations. Journal of Evidence-based Practices for Schools, Vol. (10), 70-92
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: a review and practical guide. Behavior analysis in practice, 1(1), 16–23. https://doi.org/10.1007/BF03391716
Ferraioli, S., Hughes, C., & Smith, T. (2005). A model for problem solving in discrete trial training for children with autism. Journal of Early and Intensive Behavior Intervention, 2(4), 224-246. http://dx.doi.org/10.1037/h0100316
Brodhead, M. T., Quigley, S. P., & Wilczynski, S. M. (2018). A Call for Discussion About Scope of Competence in Behavior Analysis. Behavior analysis in practice, 11(4), 424–435. https://doi.org/10.1007/s40617-018-00303-8
Slocum, T. A., Detrich, R., Wilczynski, S. M., Spencer, T. D., Lewis, T., & Wolfe, K. (2014). The Evidence-Based Practice of Applied Behavior Analysis. The Behavior analyst, 37(1), 41–56. https://doi.org/10.1007/s40614-014-0005-2
Lechago, S. A., & Carr, J. E. (2008). Recommendations for reporting independent variables in outcome studies of early and intensive behavioral intervention for autism. Behavior modification, 32(4), 489–503. https://doi.org/10.1177/0145445507309034
Geiger, K. B., Carr, J. E., & Leblanc, L. A. (2010). Function-based treatments for escape-maintained problem behavior: a treatment-selection model for practicing behavior analysts. Behavior analysis in practice, 3(1), 22–32. https://doi.org/10.1007/BF03391755
Grow, L. L., Carr, J., & LeBlanc, L. (2009). Treatments for attention-maintained problem behavior: empirical support and clinical recommendations. Journal of Evidence-based Practices for Schools, Vol. (10), 70-92
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: a review and practical guide. Behavior analysis in practice, 1(1), 16–23. https://doi.org/10.1007/BF03391716
Ferraioli, S., Hughes, C., & Smith, T. (2005). A model for problem solving in discrete trial training for children with autism. Journal of Early and Intensive Behavior Intervention, 2(4), 224-246. http://dx.doi.org/10.1037/h0100316
Brodhead, M. T., Quigley, S. P., & Wilczynski, S. M. (2018). A Call for Discussion About Scope of Competence in Behavior Analysis. Behavior analysis in practice, 11(4), 424–435. https://doi.org/10.1007/s40617-018-00303-8
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