according to the leaf and colleagues’ study, what was the correlation between mock exam scores and implementation of dtt?

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Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners

This study investigated interpersonal skills associated with the concept of behavioral artistry (BA), a repertoire of practitioner behaviors including care

Original Paper Open Access

Published: 24 May 2019

Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners

Kevin Callahan, Richard M. Foxx, Adam Swierczynski, Xing Aerts, Smita Mehta, Mary-Ellen McComb, Susan M. Nichols, Gabrielle Segal, Andrew Donald & Rachita Sharma

volume 49, pages

3557–3570 (2019)Cite this article

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A Correction to this article was published on 28 August 2019

This article has been updated

Abstract

This study investigated interpersonal skills associated with the concept of behavioral artistry (BA), a repertoire of practitioner behaviors including care, attentiveness, and creativity, among others, associated with the effective delivery of applied behavior analysis (ABA) treatment. Survey results indicated parents of children with autism preferred BA descriptors for ABA therapists over non-BA descriptors. A separate survey of 212 university students on a standardized personality assessment revealed students majoring and/or working in the field of ABA had lower levels of BA than those in other human services professions. Practitioners with higher BA scores were observed and rated more positively in their delivery of ABA for children with autism. Implications for training/supervising effective ABA practitioners within a BA model are discussed.

The evidence for the long-term effectiveness of applied behavior analysis (ABA) in the treatment of autism spectrum disorder (ASD) is vast (Foxx 2016). Individuals with ASD have been educated and treated using ABA for more than five decades (Ferster and DeMyer 1961, 1962; Lovaas et al. 1965; Wolf et al. 1964). Ten years ago, there were more than 1000 peer-reviewed scientific articles documenting ABA successes in autism (Foxx 2008), and that number has grown exponentially since (Volkmar 2015). Specific ABA interventions are considered evidence-based practices (EBPs) in autism (National Autism Center 2015; Peters-Scheffer et al. 2011; Schreibman et al. 2015; Smith 2001, 2013; Wong et al. 2015) and have been socially validated (Callahan et al. 2008, 2017).

ABA uses methods derived from scientifically established principles of behavior to improve the human condition (Baer et al. 1968; Cooper et al. 2007). It has been applied successfully to a range of populations and areas besides autism, including intellectual disabilities, all forms of education, business, mental health, counseling, medicine, and child abuse (Holdsambeck and Pennypacker 2016). Nevertheless, the incidence of ASD continues to increase and the majority of persons entering the field of ABA work with individuals with this disorder (Leaf et al. 2016). Over time, the conclusion that ABA is the treatment of choice (Schreibman 2005) and the gold standard of intervention for individuals with autism has become commonplace (Foxx 2016; Maurice et al. 1996, 2001; Mayville and Mulick 2011; Myers and Johnson 2007).

Despite the widespread acceptance of ABA as effective in the treatment and education of ASD, it has not escaped criticism (Schreibman 2005). Appraisals of ABA have suggested that its jargonistic language may be seen by others as abrasive, harsh, and unpleasant (Critchfield et al. 2017; Foxx 1996, 1998) and that ABA’s “drills and routines are cruel, and its aims misguided” (Devita-Raeburn 2016). Consumers often view the highly structured nature of some ABA treatment procedures as overly “mechanical,” and children’s responses to ABA’s Discrete Trial Training (DTT) protocols have been called robotic, prompt dependent, and lacking in both spontaneity and generalization of treatment effects (Schreibman 2005). While many of these and other critiques have been addressed and redressed (e.g., Foxx 2016; Maurice et al. 1996; Morris 2009), lingering related issues may be responsible for lower levels of social validity for the ABA approach when compared to other autism treatment models (Callahan et al. 2010). An important implication is that treatments having goals, methods, and/or outcomes that are not fully supported by their consumers may be implemented less frequently and/or less effectively (Smith 2013; Wolf 1978).

In a recent review of the skills needed for ABA practitioners to conduct effective programming for individuals with ASD, Leaf et al. (2016) identified intervention components related to what they describe as a “progressive” and “responsive” approach to the delivery of ABA services. These skills highlight interventionists’ abilities to be flexible and analytical in the implementation of individualized protocols and practices (for example, while using established EBPs such as DTT and functional analysis), rather than strictly adhering to today’s frequently observed “recipe-based” ABA approach (Leaf et al. 2016, p. 721). According to Leaf and colleagues, the pervasive use of ABA in autism treatment has resulted in changes in its scope and focus, and behavioral interventions have become potentially less effective:

A danger inherent in any large scale, quickly growing area is a loss of focus on meaningful purpose, process, and outcomes. In the field of ABA, this might translate into dogmatic lack of attention to clinical significance, selection of impractical procedures, ritualistic data-collection, over-abundant use of off-putting, dehumanizing terminology, disregard of logistical realities, and insensitivity to consumer issues (Leaf et al. 2016, p. 728).

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