A guiding framework for integrating the consultation process and behavior analytic practice in schools: The Treatment Validation Consultation model.

Abstract

Since behavioral consultation (BC) was introduced over 30 years ago, the core procedures and assumptions of the model have remained largely unchanged in spite of its widespread popularity in practice. This article presents the Treatment Validation Consultation (TVC) model, which addresses limitations of BC and integrates recent technological innovations that are lacking in the traditional BC model. Two detailed cases are described to illustrate the procedures associated with the TVC model. Guidelines for evaluating the consultation process and outcome variables across cases are provided as a framework for consultants to self-evaluate their services as a part of the TVC model. Finally, aggregated data across five consultant trainees are presented to illustrate how to validate consultation services across cases and offer preliminary data on outcomes associated with the model.

Formative applications of ongoing visual inspection for trial‐based functional analysis: A proof of concept

“…Importantly, the TBFA was designed to be carried out in a distributed-trial format, in typical settings, by typical implementers. Although there is some evidence to suggest that similarly formatted intervention efforts can be successful (e.g., Anderson et al, 2010;Lambert et al, 2017;LeJeune et al, 2019;Mueller & Nkosi, 2007), the topic has not been heavily researched. In our study, the primary purpose of intervention was to validate TB-OVI criteria.…”

Treating elopement without extinction in a preschool setting

“…It may also be useful to evaluate a practical method of schedule thinning (Hagopian et al., 2011) following FCT, as we were unable to do so. Finally, it may be useful to evaluate this approach using a pyramidal (e.g., Kunnavatana et al., 2013) or consultative (e.g., Andersen et al., 2010; Mueller & Nkosi, 2007) model to further increase efficiency and to identify modifications that may need to be made (e.g., elopement maintained by synthesized contingencies or escape from specific instructional contexts).…”