| Abstract: Self-compassion is treating yourself with empathy and care. Self-compassion can be operationalized as a behavioral skill where individuals engage in behaviors that intentionally prioritize self-care. In the field of applied behavioral analysis (ABA), practitioners are reporting experiences of burnout, compassionate fatigue, and vicarious trauma. If behavior analysts cannot care for themselves, their ability to care for others can be negatively affected. Research in related fields has indicated that lower levels of self-compassion can correlate with behaviors related to anxiety, depression, and may contribute to lower job satisfaction and burnout in the workplace. Additionally, higher reported self-compassion behaviors have correlated with improved resilience, increased coping skills, and use of behavioral regulation strategies. This study explored current levels of self-compassion present in eight graduate-level ABA students using the Self-Compassion Scale (Neff, 2003). Results include composite self-compassion scores and subscale items in areas of self-kindness, self-judgment, common sense of humanity, isolation behaviors, mindfulness, and over-identification. The role of self-compassion in the field of ABA is discussed and implications for ABA students and behavior analysts in practice are discussed. Examples of ways to teach self-compassion behaviors within a behaviorally-analytic lens using behavioral skills training and acceptance and commitment training are explored and shared. |
| Abstract: Ensuring consistent and effective behavioral treatment services for youth in juvenile residential facilities remain a challenge. In recent years, behavioral skills training (BST) has been combined with pyramidal training to teach behavior analytic procedures to staff in various settings. This study examined pyramidal BST with supervisor and floor staff in a juvenile residential setting for high-risk youth exposed to various forms of trauma and victimization. The study employed a multiple baseline design across participants, involving one supervisory staff member and three floor staff members. The objective was to evaluate the impact of pyramidal BST on Level 2, floor staff's delivery of BSP and their perceived levels of youth problem behavior. The results showed that the Level 1, supervisory staff successfully implemented the BST procedures in training the floor staff after receiving training from the researcher. Floor staff demonstrated improvement in the delivery of BSP to youth following training received from the supervisor. One out of three staff members' perceptions of youth problem behavior decreased following intervention. Generalization of the staff's delivery of BSP was observed during a non- |