A Practical Guide for Finding Interventions That Work for Autistic People: Diversity-Affirming Evidence-Based Practice

ISBN-13: 9780443156328 / Angielski

I Muncie Teachers College Susan M. (Ball State University

Spis treści

Table of Contents
Introduction: What is the problem with Applied Behavior Analysis?
A. Understanding contemporary problems in the field of ABA
B. Implicit bias through a behavioral lens
C. Anti-oppression: What is anti-oppression and how is it connected to diversity, equity, and inclusion?
D. Getting comfortable with being uncomfortable: Moving from being a technician an analyst
E. Social validity: Our history and our way forward
F. Social validity and evidence-based practice

Section I: Evidence-based practice as a treatment selection model.
1: A brief overview
A. Why professional decision-making requires mindful deliberation
B. What the client as the center of decision-making means
C. The role of interested parties in decision-making
D. Social validity and evidence-based practice
E. Evidence, ethics, and pragmatic behavior analysis
2: Ethics and evidence-based practice

Section II: Sources and strength of evidence
3: Evidence: Critically evaluating outcomes of single-subject research design studies
A. The strengths and limitations of single-subject research design
B. The strengths, limitations, and delimitations of existing single-subject research involving Autistic participants
4: Systematic reviews
A. What are systematic reviews: The good, the bad, and the ugly
B. Why do different systematic reviews report different outcomes?
C. Bias at the foundation of systematic reviews: Why we must be cautious interpreting results
5: Alternate sources of evidence
A. Narrative reviews and practice guidelines
B. Principles of ABA
C. Client history & current client data
D. Bias in alternate sources of evidence
6: Overestimating or underestimating evidence in behavior analysis

Section III: Social Validity and Initial Intervention Selection
7: Three dimensions of social validity
A. Anti-oppressive selection of intervention targets
B. Intervention acceptability: Person-centered and compassionate care
C. Meaningful improvements: Harm and quality of life

8: Social validity and your client
A. Intervention targets: Self-determination, person-centered care, anti-oppression, and behavior analysis
B. Assessing Preferences: From reinforcer identification to intervention partiality
C. Motivating operations, antecedent interventions, and least restrictive environment
D. Client health - part 2: Referring to other professionals
E. Prioritizing intervention options that reflect choice and preferences, generalization, and quality of life
F. Intervention Acceptability: Instruments and behavioral observations
G. Sneak peak: Making a meaningful difference
9: Social validity and interested parties
A. Caregivers, educators, administrators, and other people who share lives with Autistic clients
B. Intervention acceptability: Instruments and behavioral observations
C. Intervention Feasibility: Resources, supports, and risks to procedural accuracy
D. Bias and social validity of interested parties
E. Sneak peak: Making a meaningful difference

Section IV: Professional Judgment
10: Research alone is not the answer
A. Remembering the limitations and delimitations of research
B. Cultural humility, cultural awareness, and cultural sensitivity
C. The current state of social validity research
11: Consensus-building without marginalizing Autistic clients
A. Interdisciplinary engagement
B. Consensus building
C. Autistic clients at the centering of intervention decisions
12: Initial intervention selection
A. Weighing and Integrating information
B. Building an implementation plan: BIPs and beyond
13: Progress monitoring
A. Mismatched behavior
B. Social validity: Affect and motivation
C. Social validity: Feasibility and maintain interventions
14: What next?
A. Evidence-based practice as an iterative process
B. Social validity and decisions to retain, adapt, or reject interventions
C. Least restrictive environment?: Developing a plan to fade effective interventions
D. Adapting or rejecting interventions and moving forward

Section V: Conclusions
15: Putting it all together for ethical service delivery
A. Aligning our purpose as behavior analysts with our application of behavioral principles
B. Anti-oppression: Self-evaluation, self-reflection, and self-forgiveness
C. Scope of competence and evidence-based practice
D. Evidence-based practice will always be an iterative process

Appendices:
A. Reliable resources
B. Anti-oppression & EBP checklist
C. Implementation Plan Checklist