Wayne Fuqua (Ph.D., BCBA-D) is a Professor of Psychology at Western Michigan University where he served as the Chair of that Department for 14 years. Dr. Fuqua’s research and scholarly interests span a range of topics including autism, health psychology, gerontology, evidence-based practice, dissemination of behavior analysis, ethics, and behavioral approaches to sustainability and climate change. His contributions have been recognized with several appointment and awards including: election as a Fellow for the Association of Behavior Analysis; a Distinguished Service Award at WMU; the Jacobson Award from New York State ABA; and a term on the Michigan Autism Council. He has produced a series of training videos that feature interviews and demonstrations with leaders in behavior analysis.
Evidence-based Practice in ABA: Detecting and troubleshooting Treatment Failures
Evidence-based practice (EBP) is a multi-component process in which practitioners select, refine and deliver clinical services based on a) the best available scientific evidence, b) unique client and contextual features, c) training and competence of the practitioner, d) ongoing clinical progress monitoring and decision making and e) early detection and trouble-shooting of treatment “failures.”
In addition to providing an overview of EBP principles as applied to ABA practice, this presentation will provide guidance on how to define and detect treatment failures. It will also provide a recommended checklist for ABA practitioners to trouble shoot treatment failures.
PHOTO USE: Any photos captured at the event or shared with NJABA (social media, sent via email, etc.) may be used in future distribution via any medium for the purpose of publicizing and promoting NJABA services, events, and raising autism awareness. Any concerns should be brought to the attention of Stephanie Summers, NJABA Assistant Executive Director (email@example.com).
Wayne Fisher, Ph.D., BCBA-D is the H.B. Munroe professor of behavioral research in the Munroe-Meyer Institute and the De-partment of Pediatrics at the University of Nebraska Medical Center. He is also the director of the Center for Autism Spectrum Disorders at the Munroe-Meyer Institute, a board certified behavior analyst at the doctoral level (BCBA-D), and a licensed psy-chologist. He was previously a professor of psychiatry at Johns Hopkins University School of Medicine and served as executive director of the Neurobehavioral Programs at the Kennedy Krieger Institute and the Marcus Behavior Center at the Marcus Insti-tute, where he built clinical-research programs in autism and developmental disabilities with national reputations for excellence. Fisher’s methodologically sophisticated research has focused on several intersecting lines, including preference, choice, and the assessment and treatment of autism and severe behavior disorders, that have been notable for the creative use of concurrent schedules of reinforcement, which have become more commonplace in clinical research primarily as a result of his influence. He has published over 175 peer-reviewed research studies in over 30 different behavioral and/or medical journals, including: the Journal of Applied Behavior Analysis; Psychological Reports; American Journal on Intellectual and Developmental Disabilities; Journal of Pediatrics; the Journal of Developmental and Behavioral Pediatrics; Pediatrics; and The Lancet. Fisher is a past editor of the Journal of Applied Behavior Analysis, a past president of the Society for the Experimental Analysis of Behavior, a fellow in the Association for Behavior Analysis, and recipient of the Bush Leadership Award, the APA (Division 25) Award for Outstanding Contributions to Applied Behavioral Research, the UNMC Distinguished Scientist Award, and the University of Nebraska system-wide Award for Outstanding Research and Creativity Activity.
Abstract: The most important advancement in the treatment of destructive behavior has been the development of functional analysis (FA), which is used to prescribe effective treatments, such as functional communication training (FCT). With FCT, the consequence that historically reinforced destructive behavior is delivered contingent on an appropriate communication re-sponse and problem behavior is correlated with extinction. Although this approach can be highly effective, many pitfalls and practical challenges arise when this treatment is implemented by caregivers in natural community settings. In this presentation, we will present data and describe a line of research routed in behavioral momentum theory aimed at increasing the effective-ness, efficiency, and practicality of FCT for individuals with ASD who display destructive behavior in typical community settings. Specifically, I focus on: (a) recent research on establishing-operation manipulations that can be used to prevent extinction bursts when treatment is initiated; (b) stimulus-control procedures that can be used to promote the rapid transfer of treatment effects to novel therapists, contexts, and caregivers without reemergence of destructive behavior; and (c) stimulus- and consequence-control procedures that can be used as “behavioral inoculation” to prevent resurgence of problem when caregivers do not implement treatment procedures with pristine procedural integrity.