Break out of the Skinner Box! Evidence-based Practice, What It Is and What It Isn’t – Group
Behavior analysts are required to implement procedures based in the science of behavior analysis and derived from the research. Current trends within our field seem to focus on implementing “evidence- based” procedures, usually taken from a list of procedures recognized by a secondary entity such as What Works Clearinghouse as opposed to using an analytical and problem solving approach. The purpose of this presentation is to highlight some common practices within behavior analytic intervention and discuss the evidence-base relating to these practices. The presentation concludes with discussion of evidence- based practice as a problem-solving model and an example of this application with a child diagnosed with autism.
- Participants will be able to summarize the research for at least 3 commonly used behavior analytic interventions
- Participants will be able to summarize the research for at least 2 less commonly used interventions
- Participants will be able to explain considerations that should be made when determining if something is evidence-based
- Participants will be able to explain the continuum of research from no research to well-established
- Participants will be able to describe and provide examples of resources versus interventions
- Participants will be able to describe the three prongs of the evidence-based practice model
Megan Miller, Ph.D., BCBA-D, LBA
Megan Miller, Ph.D., BCBA-D, LBA (pronouns she/her/hers) is Chief Clinical Officer of DoBetter Collective. Megan earned her Ph.D. in Special Education and Behavior Analysis at The Ohio State University in 2015. Dr. Miller’s early training in behavior analysis occurred at the Cleveland Clinic Center for Autism as a volunteer/intern in 2003. Since that time, she has provided services to over 100 children diagnosed with autism and other disabilities. Dr. Miller has taught courses in behavior analysis and special education as an adjunct professor for several universities. She has co-authored journal articles published in the Journal of Developmental Physical Disability, Behavior Analysis in Practice, and Teaching Exceptional Children. She also co-authored “The 7 Steps to Earning Instructional Control” with Robert Schramm, BCBA. Megan has provided over 40 presentations to numerous professional organizations around the globe. In 2018, Dr. Miller started the #dobetter professional development movement to improve access to training in best practices in the field of behavior analysis via a free online community, webinars, and a podcast.