Association for Behavior Analysis International

Functional analysis broadly describes identifying environment-behavior interactions that influence behavior. In the context of Acceptance and Commitment Therapy or Training (ACT; Dixon et al., 2023), assessment must identify behavior-behavior process interactions that mediate behavior-environment relationships, and this analysis extends from research on relational framing and rule-governed behavior. Presenters will discuss a series of innovative studies that attempt to isolate behavior-behavior and behavior-environment relations with clients and staff. The first presentation demonstrates a method for identifying salient ACT processes using novel analytic methods to guide intervention, including an experimental functional analysis and language processing using speech samples. The second presentation compares ACT-based supports to existing strategies for staff who may implement ACT methods with clients, showing how ACT-based analyses can support all members within a treatment context. These varied yet compatible methods will be discussed with an eye to the future of behavior analytic practice and supporting the whole service context.

Practicing Behavior Analysts and RBTs

Accurate identification of the six processes of Acceptance and Commitment Training (ACTr) is foundational for practitioners, yet no published research has compared methods for teaching this skill. This exploratory study compared the efficacy and efficiency of two methods (discrimination training, DT and self-paced, mastery-based training, SPMB) for training graduate students to identify two ACTr processes from speech samples. Two processes were selected as training targets based on a logical analysis conducted with six behaviour analysts trained in ACT. Respondents rated fusion/defusion and lack of present moment awareness (PMA)/PMA to be of relatively equal discrimination difficulty. The training procedures were compared in an adapted alternating treatment design embedded within a delayed concurrent multiple baseline design across four students. In the DT condition, participants viewed training videos and completed exercises, and participants read chapters of an ACTr text in the SPMB condition. Participants completed assessments after each training session which included listening to a vignette then selecting the observed process. Results suggest that students accurately identified the ACTr processes in few session (M= 9), although the relative efficacy and efficiency of the two training procedures is somewhat undifferentiated. Findings may inform future ACTr research and ultimately increase the effectiveness of ACTr interventions.

Behavior technician reliability and validity of implementing direct sessions with clients can vary from person to person. Literature in the field of behavior analysis utilizes behavioral skills training as the gold standard in training staff to competency of skills. Research has shown that Acceptance & Commitment Therapy may be an effective intervention when striving for long term effects of behavior change. The current study evaluated whether behavior skills training (BST) was effective and/or more effective than values based training following BST when teaching instructional control procedures to behavior technicians. Utilizing a multiple baseline design, data show that the BST package was indeed effective in teaching technicians to increase instructional control with their clients. Preliminary data also show that values based training increased compliance in these strategies even more. Data suggest that BST may not be enough in maintaining competent behaviors in staff, therefore, more intrinsic, values based approaches may be evaluated and implemented to increase maintenance.