Research Based Principles What Practice Can’t Do Without
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Transcript Research Based Principles What Practice Can’t Do Without
Research Based Principles
What Practice Can’t Do Without
Trina D. Spencer
ABA 2009
Best
Available
Evidence
research
based
principles
Professional
Judgment
experience
empirically
supported
interventions
Client Values
best
practices
Evidence
Based
Practice
Principles Provide Systematic Basis
for Professional Judgment
Select interventions
Create Individualized Interventions
Adapt Interventions
Types of Principles
Basic Principles of Behavior
Reinforcement
Punishment
Extinction
Types of Principles
Principles and Tactics of Intervention
Shaping
Chaining
Prompting
Differential reinforcement
Experimental functional analysis
Monitoring through direct measurement
Operationalizing targets and procedures
Types of Principles
Discipline-Specific Principles
Principles of Effective Instruction
Providing immediate feedback
Increasing number of opportunities to respond
Principles of Reading Instruction
NRP’s five recommendations for reading curricula
Principles of Early Childhood Education
Family involvement and choice
Practice
= what practitioners do
Interventions
Empirically-Supported
Interventions and Best
Practice methods tend to
address the intervention
as the level of practice.
Tactics
Methods
for identifying
research-based
principles and tactics do
Principles
Principles
not yet have a secure place within
the evidence-based practice context.
Strengths of Research-Based
Principles Approach
Infinite number of interventions
Conceptually systematic
Avoid a “collection of tricks”
Strengths of Research-Based
Principles Approach
Inform practice when research
evidence for interventions is sparse
We can’t do nothing
Connect the dots
Strengths of Research-Based
Principles Approach
Adapt to local circumstances
Practice dimensions vary across practitioners and
contexts
Practitioners apply research findings and adapt to
their specific circumstance
Principles provide a systematic way in which this is
done
Strengths of Research-Based
Principles Approach
Increase sustainability of empirically-
supported interventions
Understanding the principles behind the intervention
allows the practitioner to adjust
Which features can be adjusted and maintain integrity of
intervention
Being able to adjust can lead to sustained use of
effective interventions
Klingner, Vaughn, Hughes, & Arguelles (1999)
Baker, Gersten, Dimino, & Griffiths (2004)
Limitations of Research-Based
Principles Approach
It requires a high level of skill
Extensive didactic and applied training
Scientist/Practitioner model
Limitations of Research-Based
Principles Approach
Practitioner developed
interventions have not been
validated
More steps to effective implementation
More assumptions for making generalizations
More room for error
Limitations of Research-Based
Principles Approach
It is not sufficient for large scale
needs
Can’t individualize for 500 students
Need interventions
Research-Based Principles & EBP
This approach is not widely
recognized
Level of practice – principles & tactics
“Research-Based” Defined
Used by several human service fields
including behavior analysts
Often used as an umbrella term
At least some research support
Systematic review
Meta analysis
A few studies
Not operationalized
Process of Identifying
Research-Based Principles
“A principle describes a basic
behavior-environment relation that
has been demonstrated repeatedly in
hundreds, even thousands, of
experiments.”
“A principle has thorough generality
across individual organisms, species,
settings, and behaviors.”
– Cooper, Heron, and Heward, 2007
Process of Identifying
Research-Based Tactics
A “tactic is a research-based
technologically consistent method
for changing behavior that is
derived from one or more basic
principle.”
A tactic has “sufficient generality
across subjects, settings, and/or
behaviors .”
– Cooper, Heron, and Heward, 2007
Process of Identifying ResearchBased Principles and Tactics
Scientific Consensus
o Replication of consistent findings
o Peer reviewed journals
Experts
o Text books
o Common practice
This process is not objective or explicit
Reasons for an Explicit Process
Perceived credibility
Align with other disciplines
Organizes Knowledge
Guidance to practitioners
Inform applied research
Identifying Principles and Tactics
DECs Recommended Practices
• Professionals monitor child progress based on past
performance as the referent rather than on group
norms.
• Family members and professionals jointly develop
appropriate family-identified outcomes.
• Consequences for children’s behavior are structured
to increase the complexity and duration of
children’s play, engagement, appropriate behavior,
and learning by using differential reinforcement,
response shaping, high-probability procedures, and
correspondence training.
Identifying Principles and Tactics
DEC’s Process
1.
2.
3.
4.
5.
Experience-Based Knowledge – Focus Groups
Research-Based Knowledge – Literature Reviews
Synthesized knowledge and developed practice
recommendations
Conducted field validation of practices
Produced and disseminated practice guides
Take Home Points
Practice can’t do without principles
Weaknesses should not be ignored
Strengthen this approach by
developing an explicit process for
determining research-based
principles and tactics
Combine this approach with
empirically-supported intervention
and best practice approaches