Explanatory Fiction 008: Esme Aubree – Leaning on Mentors in Behavior Analysis

008 | Esme Aubree - Leaning on Mentors in Behavior Analysis

Explanatory Fiction is a narrative-style podcast dictated purely by a dice roll. Each week a randomly generated case is structured into a unique narrative that keeps you thinking as you analyze behavior and earn BCBA® CEUs. 

Episode Description

Esme Aubree is a 7-year-old girl who lives in Los Angeles County in California. She has an Autism Spectrum Disorder diagnosis since she was 3 years old. She’s received behavior analytic therapy in the past via in-home therapy and is now located in a public school. Her BCBA Darcy oversees a self-contained room with an RBT who works with Esme every day. Darcy has been in the field for a couple of years and is someone you knew from graduate school. She reached out to you because she knew you were going to be in the Santa Clarita area delivering a lecture that evening and wanted you to review Esme’s case because she’s a little stumped.

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Show Notes

0:00:00 Get BACB® CEU’s at www.explanatoryfiction.com
0:00:15 Introduction to Explanatory Fiction
0:00:57 Introducing Esme Aubree
0:01:33 Learning more about Esme from her BCBA (Darcy)
0:03:05 Learning more about Esme from her RBT (Charlie)
0:05:53 General Information about Fluency
0:06:48 General Information on Least-to-Most Prompting
0:07:28 See Additional Resources Below for Information on Chaining (Total Task, Backwards, Forwards)
0:08:33 General Information related to Prompt Dependency
0:08:53 Observing Esme during Session
0:09:44 Dimitri reviews his Observations with the RBT (Charlie)
0:11:07 General Information on Precision Teaching (Link 1; Link 2)
0:11:46 See Additional Resources Below for Information on Prompting Strategies (Most to Least, Least to Most, etc.)
0:12:35 Reference to 2.15 Minimizing Risk of Behavior-Change Interventions in the BACB Ethics Code 
0:18:25 General Information related to Inadvertent Prompting / Faulty Stimulus Control
0:18:53 Dimitri reviews his Observations and Suggestions with Esme’s Dad (Milo)
0:21:38 Dimitri and Milo (Esme’s Dad) discuss Home Strategies
0:23:00 General Information about Epilepsy and Autism
0:23:18 Reference to 2.12 Considering Medical Needs in the BACB Ethics Code 
0:24:23 Take a Pause and let us know how you would handle this case!
0:24:39 The Hosts of the Podcast have an Open Discussion about Esme’s Case
0:28:00 See Additional Resources Below for Information on Faulty Stimulus Control
0:29:34 General Information on Matching-to-Sample
0:31:25 General Information on Generalization (e.g., Train and Hope method)
0:35:59 General Information related to Video Feedback 
0:37:27 Jen Laluzerne
0:37:31 Morgan Aue
0:37:38 Christine Austin
0:39:35 GoPro
0:39:50 Fish Lab Operant Learning 
0:43:30 General Information on Stimulus Recognition
0:44:08 General Information related to Reinforcement Immediacy and Delays
0:44:41 DISC (acronym mentioned by Dimitri)
0:48:21 General Information on the Big 6 + 6 (Link 1; Link 2)
0:50:44 Wrapping Up

Additional Resources 
Resources about Chaining Procedures:
A Review of Chaining Techniques: Implications for Future Research and Practice
An Assessment of the Efficiency of and Child Preference for Forward and Backward Chaining
Use of Chaining to Increase Complexity of Echoics in Children with Autism

Resources about Fluency:
Behavioral Fluency: Evolution of a New Paradigm
On the Use of Fluency Training in the Behavioral Treatment of Autism: A Commentary
The Importance of Fluency Outcomes in Learners with Autism

Resources about Prompt Strategies:
Prompts and Prompt-Fading Strategies for People with Autism
A Comparison of the Effects of Two Prompt-Fading Strategies on Skill Acquisition in Children with Autism Spectrum Disorders
A Comparison of Most-to-Least and Least-to-Most Prompting on the Acquisition of Solitary Play Skills
Comparison of Most-to-Least Prompting to Flexible Prompt Fading for Children with Autism Spectrum Disorder

Resources about Faulty Stimulus Control:
Adventitious Reinforcement of Maladaptive Stimulus Control Interferes with Learning
Reducing Overselective Stimulus Control with Differential Observing Responses
Using Action Dynamics to Assess Competing Stimulus Control During Stimulus Equivalence Testing

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