Over the past year or so, the Journal of Organizational Behavior Management (JOBM) has published discussion articles revolving around ethics, licensure, and certification in OBM. One discussion argued for the use of licensure and certification as a way to manage the ethical behavior of OBMers,...
Building and Sustaining Meaningful and Effective Relationships as a Supervisor and Mentor Chapter 2
Effective supervisory relationships require a strong foundation built from collaboration and a clear commitment to the ultimate outcomes of the relationship.
Behavior analysis is a field that was developed by trying to understand how and why the world behaves as it does. Over time, through philosophical constructs and experimentation, the first great researchers of the discipline (Pavlov, Thorndike, Watson, and Skinner) began to hammer out the...
To individuals who are unfamiliar with or are not fluent in behavior-analytic terminology, the language can seem displeasing and off-putting. Many technical terms used in the science have a very different meaning than their everyday use and may even have a negative connotation. Behavior analysts...
Trigger Warning: talks about traumatic experiences
I am going to use some words that as behavior-analytic professionals we are taught are indefinable, untouchable, and forbidden as a part of our professional language. The frank part is you wouldn’t be wrong to think those things. Yet, you are...
The goal is not to expect your supervisees and trainees to use the same OTM strategies that you use. Instead, focus on:
1) describing general recommended practices
2) serving as a model for effectiveness and efficiency when one follows general
recommended practices
3) supporting...
From the moment we are born, we start interacting with our environment. A whimper is followed by getting picked up and access to food. A slight movement of the hand is followed by contact with an object, and a sound is produced. These types of experiences accumulate and increase in complexity,...
When practitioners see generalization as "an active process" of teaching, they immediately move from "train and hope" to delivering ABA treatment compassionately, interactively, and bringing about the generalized behavior change that is meaningful to the child, parents, and familiy life as a whole.
The goal is not to expect your supervisees and trainees to use the same OTM strategies that you use. Instead, focus on 1) describing general recommended practices, 2) serving as a model for effectiveness and efficiency when one follows general recommended practices, and 3) supporting...
