The Crossroads: Interdisciplinary Teams and Alternative Treatments
Abstract
Behavior analysts collaborating within interdisciplinary teams are likely to find themselves at difficult crossroads. Some of these crossroads include implementing alternative treatments, defining and determining risk and harm, and evaluating research and interventions. The purpose of this paper is to highlight some of these crossroads and provide guidelines on successfully navigating them. We contend that it is possible to navigate these crossroads while minimizing harm or risk for the client, adhering to the principles of science and behavior analysis, and remaining respectful of all members of the interdisciplinary team. That is, we can maintain the scientific tenets of philosophic doubt, empiricism, and experimentation, while remaining humble, and ensuring our clients access the most effective interventions available.
Downloads
References
Ala'i-Rosales, S., Cihon, J. H., Currier, T. D. R., Ferguson, J. L., Leaf, J. B., Leaf, R., McEachin, J., & Weinkauf, S. M. (2019). The big four: Functional assessment research informs preventative behavior analysis. Behavior Analysis in Practice, 12(1), 222 - 234. https://doi.org/10.1007/s40617-018-00291-9
American Academy of Pediatrics. (1998). Auditory integration training and Facilitated Communication for autism. Pediatrics, 102(2), 431-433.
Association for Science in Autism Treatment. (n.d.). Learn more about specific treatments. https://asatonline.org/for-parents/learn-more-about-specific-treatments/
Autism New Jersey. (n.d.). Treatment. https://www.autismnj.org/understanding-autism/treatment/
Baer, D. M., Wolf, M. M., & Risley, T. (1987). Some still-current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 20(4), 313-327. https://doi.org/10.1901/jaba.1987.20-313
Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97. https://doi.org/10.1901/jaba.1968.1-91
Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts. https://bacb.com/wp-content/ethics-code-for-behavior-analysts/
Bodison, S. C., & Parham, L. D. (2018). Specific sensory techniques and sensory environmental modifications for children and youth with sensory integration difficulties: A systematic review. American Journal of Occupational Therapy, 72(1), 7201190040p7201190041-7201190040p7201190011. https://doi.org/10.5014/ajot.2018.029413
Borck, L. E. & Fawcett, S. B. (1982). Learning counseling and problem solving skills. New York: Haworth Press.
Bowman, K. S., Suarez, V. D., & Weiss, M. J. (2021). Standards for interprofessional collaboration in the treatment of individuals with autism. Behavior Analysis in Practice, 14(4), 1191-1208. https://doi.org/10.1007/s40617-021-00560-0
Brodhead, M. T. (2015). Maintaining professional relationships in an interdisciplinary setting: Strategies for navigating nonbehavioral treatment recommendations for individuals with autism. Behavior Analysis in Practice, 8(1), 70-78. https://doi.org/10.1007/s40617-015-0042-7
Chaffin, M., Hanson, R., Saunders, B. E., Nichols, T., Barnett, D., Zeanah, C., Berliner, L., Egeland, B., Newman, E., Lyon, T., LeTourneau, E., & Miller-Perrin, C. (2006). Report of the APSAC task force on attachment therapy, reactive attachment disorder, and attachment problems. Child Maltreatment, 11(1), 76-89. https://doi.org/10.1177/1077559505283699
Chok, J. T., Reed, D. D., Kennedy, A., & Bird, F. L. (2010). A single-case experimental analysis of the effects of ambient prism lenses for an adolescent with developmental disabilities. Behavior Analysis in Practice, 3(2), 42-51. https://doi.org/10.1007/BF03391764
Cox, D. J. (2012). From interdisciplinary to integrated care of the child with autism: The essential role for a code of ethics. Journal of Autism and Developmental Disorders, 42(12), 2729-2738. https://doi.org/10.1007/s10803-012-1530-z
Galloway, J., & Sheridan, S. M. (1994). Implementing scientific practices through case studies: Examples using home-school interventions and consultation. Journal of School Psychology, 32(4), 385–413. https://doi.org/10.1016/0022-4405(94)90035-3
Goldiamond, I. (2002). Toward a constructional approach to social problems: Ethical and constitutional issues raised by applied behavior analysis. Behavior and Social Issues, 11(2), 108 - 197. https://doi.org/10.5210/bsi.v11i2.92
Green, G. (1996). Evaluating claims about treatments for autism. In C. Maurice, G. Green, & S. C. Luce (Eds), Behavioral intervention for young children with autism: A manual for parents and professionals (pp. 15 - 28). Pro-Ed.
Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care, 19 Suppl 1, 188-196. https://doi.org/10.1080/13561820500081745
Hayes, L. J. (1996). Listening with understanding and speaking with meaning. Journal of the Experimental Analysis of Behavior, 65(1), 282-283. https://doi.org/10.1901/jeab.1996.65-282
Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26(4), 359-383. https://doi.org/10.1016/j.ridd.2004.09.005
International Behavior Analysis Organization (2021). IBAO ethical guidelines. https://theibao.com/docs/IBAO-Ethical-Guidelines-V100.pdf
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1982). Toward a functional analysis of self-injury. Analysis and Intervention in Developmental Disabilities, 2(1), 3-20. https://doi.org/10.1016/0270-4684(82)90003-9
Jacobson, J. W., Mulick, J. A., & Foxx, R. M. (2010). Controversial therapies for developmental disabilities: Fad, fashion, and science in professional practice. Routledge.
Kelly, A., & Tincani, M. (2013). Collaborative training and practice among applied behavior analysts who support individuals with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 48(1), 120-131.
Kirby, M. S., Spencer, T. D., & Spiker, S. T. (2022). Humble behaviorism redux. Behavior and Social Issues, 31(1), 133-158. https://doi.org/10.1007/s42822-022-00092-4
Kokina, A., & Kern, L. (2010). Social story interventions for students with autism spectrum disorders: A meta-analysis. Journal of Autism and Developmental Disorders, 40(7), 812-826. https://doi.org/10.1007/s10803-009-0931-0
LaFrance, D. L., Weiss, M. J., Kazemi, E., Gerenser, J., & Dobres, J. (2019). Multidisciplinary teaming: Enhancing collaboration through increased understanding. Behavior Analysis in Practice, 12(3), 709-726. https://doi.org/10.1007/s40617-019-00331-y
Lang, R., O’Reilly, M., Healy, O., Rispoli, M., Lydon, H., Streusand, W., Davis, T., Kang, S., Sigafoos, J., Lancioni, G., Didden, R., & Giesbers, S. (2012). Sensory integration therapy for autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 6(3), 1004-1018. https://doi.org/10.1016/j.rasd.2012.01.006
Lawson, H. (2004). The logic of collaboration in education and the human services. Jounral of Interprofessional Care, 18(3), 225-237. https://doi.org/10.1080/13561820410001731278
Leaf, J. B., Cihon, J. H., Ferguson, J. L., Milne, C. M., Leaf, R., & McEachin, J. (2020). Recommendations for behavior analysts regarding the implementation of social stories for individuals diagnosed with autism spectrum disorder. Behavioral Interventions, 35(4), 664-679. https://doi.org/10.1002/bin.1736
Leaf, J. B., Cihon, J. H., Ferguson, J. L., Taubman, M., Leaf, R., & McEachin, J. (2018). Social thinking®, pseudoscientific, not empirically supported, and non-evidence based: A reply to Crooke and Winner. Behavior Analysis in Practice, 11(4), 456-466. https://doi.org/10.1007/s40617-018-0241-0
Leaf, J. B., Kassardjian, A., Oppenheim-Leaf, M. L., Cihon, J. H., Taubman, M., Leaf, R., & McEachin, J. (2016). Social thinking®: Science, pseudoscience, or antiscience? Behavior Analysis in Practice, 9(2), 152-157. https://doi.org/10.1007/s40617-016-0108-1
Leaf, J. B., Leaf, J. A., Milne, C., Taubman, M., Oppenheim-Leaf, M., Torres, N., Townley-Cochran, D., Leaf, R., McEachin, J., & Yoder, P. (2017). An evaluation of a behaviorally based social skills group for individuals diagnosed with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(2), 243-259. https://doi.org/10.1007/s10803-016-2949-4
Leaf, J. B., Oppenheim-Leaf, M. L., Leaf, R. B., Taubman, M., McEachin, J., Parker, T., Waks, A. B., & Mountjoy, T. (2015). What is the proof? A methodological review of studies that have utilized social stories. Education and Training in Autism and Developmental Disabilities, 50(2), 127 - 141.
Lerman, D. C., Sansbury, T., Hovanetz, A., Wolever, E., Garcia, A., O'Brien, E., & Adedipe, H. (2008). Using behavior analysis to examine the outcomes of unproven therapies: An evaluation of hyperbaric oxygen therapy for children with autism. Behavior Analysis in Practice, 1(2), 50-58. https://doi.org/10.1007/BF03391728
Marshall, K. B., Bowman, K. S., Tereshko, L., Suarez, V. D., Schreck, K. A., Zane, T., & Leaf, J. B. (2023). Behavior analysts' use of treatments for individuals with autism: Trends within the field. Behavior Analysis in Practice. Advance Online Publication. https://doi.org/10.1007/s40617-023-00776-2 .
Milne, C. M., Leaf, J. B., Cihon, J. H., Ferguson, J. L., McEachin, J., & Leaf, R. (2020). What is the proof now? An updated methodological review of research on social stories. Education and Training in Autism and Developmental Disabilities, 55(3), 264 - 276.
Montee, B. B., Miltenberger, R. G., Wittrock, D., Watkins, N., Rheinberger, A., & Stackhaus, J. (1995). An experimental analysis of facilitated communication. Journal of Applied Behavior Analysis, 28(2), 189-200. https://doi.org/10.1901/jaba.1995.28-189
National Autism Center. (2009). Findings and conclusions: National standards project, phase 1. Author.
National Autism Center. (2015). Findings and conclusions: National standards project, phase 2. Author.
Normand, M. P. (2008). Science, skepticism, and applied behavior analysis. Behavior Analysis in Practice, 1(2), 42-49. https://doi.org/10.1007/BF03391727
Progressive Behavior Analyst Autism Council (2022). Code of ethics for certified progressive behavior analyst – autism professionals™. https://progressivebehavioranalyst.org/wp-content/uploads/2022/06/2022_CODE-OF-ETHICS-booklet_updated-1-1.pdf
Rust, J., & Smith, A. (2006). How should the effectiveness of social stories to modify the behaviour of children on the autistic spectrum be tested? Lessons from the literature. Autism, 10(2), 125-138. https://doi.org/10.1177/1362361306062019
Sanders, M. R. (1999). Triple p-positive parenting program: Towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clinical Child and Family Psychology Review, 2(2), 71-90. https://doi.org/10.1023/a:1021843613840
Sansosti, F. J., Powell-Smith, K. A., & Kincaid, D. (2014). A research synthesis of social story interventions for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19(4), 194-204. https://doi.org/10.1177/10883576040190040101
Schlinger, H. D. (2008). Listening is behaving verbally. The Behavior Analyst, 31(2), 145-161. https://doi.org/10.1007/bf03392168
Sidman, M. (1960). Tactics of scientific research. Basic Books.
Speech-Language & Audiology Canada. (2018). Use of facilitated communication and rapid prompting method. https://www.sac-oac.ca/sites/default/files/resources/sac_official_statement_on_facilitated_communication_and_rapid_prompting_method_jan2018_en.pdf
Schlosser, R. W., Hemsley, B., Shane, H., Todd, J., Lang, R., Lilienfeld, S. O., Trembath, D., Mostert, M., Fong, S., & Odom, S. (2019). Rapid prompting method and autism spectrum disorder: Systematic review exposes lack of evidence. Review Journal of Autism and Developmental Disorders, 6(4), 403-412. https://doi.org/10.1007/s40489-019-00175-w
Slocum, T. A., Detrich, R., Wilczynski, S. M., Spencer, T. D., Lewis, T., & Wolfe, K. (2014). The evidence-based practice of applied behavior analysis. The Behavior Analyst, 37(1), 41-56. https://doi.org/10.1007/s40614-014-0005-2
Smith, T. (2013). What is evidence-based behavior analysis? The Behavior Analyst Today, 36(1), 7-33. https://doi.org/10.1007/BF03392290
Weiss, M.J., Tereshko, L., Bowman, K., Marshall, K., Rose, K. (2022). Effective collaboration: maximizing outcomes in autism intervention in an interdisciplinary model. In J. B. Leaf, J. H., Cihon, J. L. Ferguson, & M. J. Weiss (Eds.), Handbook of applied behavior analysis interventions for autism. autism and child psychopathology series (pp. 125-149). Springer, Cham. https://doi.org/10.1007/978-3-030-96478-8_8
Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203-214. https://doi.org/10.1901/jaba.1978.11-203
