Icing on the Cake: The Role of Research in Practitioner Training

Abstract

Dixon, Reed, Smith, Belisle, and Jackson (, 7-15, 2015) evaluated research productivity in BACB training programs. While research productivity may indeed be an important metric for future researchers, we posit that the field consists mainly of practitioners, and as such training should be focused on practice. We provide an alternative perspective on enhancing the quality of education for behavior analysts who will, by and large, go on to be practitioners.

Experimental Analysis of Behavior Readings Assigned by Accredited Master’s Degree Programs in Behavior Analysis

“…The traditional view in ABA is that pioneers of behavior analysis (e.g., Azrin, Carr, Baer) were all well versed in basic research and research methodology. Others, however, have argued that the training of behavior analysts should focus more on clinical skills and be modeled after how physicians are trained (Pritchard & Wine, 2015). Yet, other behavior analysts have purported that graduate training in the basic science and philosophy of behaviorism is necessary (Schlinger, 2015;Sidman, 2011) for practitioners to be able to defend the science and think analytically.…”

Exploring the validity of university‐based practicum tailored to develop expertise in addressing challenging behavior

“…These latter experiences were conceptualized as internships and were organized under the inspiration of a training model commonly used in the medical field, and valued by many in ABA (e.g., Critchfield, 2015; Friman, 2015; Pritchard & Wine, 2015), in which rotations across specialties enhanced exposure to populations, supervisors, and techniques. Internships were a semester long and required 10 hr of weekly service from students, who were simultaneously completing school‐based experiences to satisfy teacher‐preparation requirements and research‐related field experiences (often accumulating up to another 20 hr of weekly service).…”

“…Ideally, these efforts are accompanied by valid measurement systems capable of facilitating data‐informed programmatic evolutions. However, specific methods of evaluation have yet to be agreed upon (e.g., Ahearn et al, 2015; Carr & Nosik, 2015; Detrich, 2015; Dixon et al, 2015a, b; Hayes, 2015; Hineline, 2015; Iwata, 2015; Maguire & Allen, 2015; Pritchard & Wine, 2015; Reeve, 2015; Wilczynski, 2015; Wilder et al, 2015).…”

The Fuzzy Concept of Applied Behavior Analysis Research

“…How to establish the needed Conceptual skills during professional training is much debated, but observers tend to agree on the importance of trainee engagement with the field's research foundations (Arena et al, 2015;Dixon, Reed, Smith, Belisle, & Jackson, 2015;Hayes, 2015;Pritchard & Wine, 2015;Schlinger, 2010;Sidman, 2011). Iwata's (1991) BFirst-Crisis^apprehension that Bnot enough good researchof all typesis being conducted^(p. 424) seems relevant here because anecdotal evidence suggests that principles-to-practice translation may be a unique repertoire that does not emerge automatically from mastering either theory or practice (Critchfield, 2011a;Critchfield, Doepke, & Campbell, 2015;Critchfield & Reed, 2005;Mace & Critchfield, 2010;Poling, Alling, & Fuqua, 1994;Virues-Ortega et al, 2014;Wacker, 1996Wacker, , 2000Wacker, , 2003.…”