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Teaching Compassionate-Based Behaviors across Communication Partners to Students of Applied Behavior Analysis: A Preliminary Investigation of Comparative Effectiveness

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Title: Teaching Compassionate-Based Behaviors across Communication Partners to Students of Applied Behavior Analysis: A Preliminary Investigation of Comparative Effectiveness
Language: English
Authors: Reva Mathieu-Sher (ORCID 0000-0003-2100-0141), Paige Johnson, Elizabeth Straub, Annie Lao, Duaa Alzahrani, Elizabeth McCallum, Ara Schmitt (ORCID 0000-0003-2328-5275)
Source: Discover Education. 2024 3.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Applied Behavior Analysis, Empathy, Caring, Interpersonal Competence, Teaching Methods, Altruism, Feedback (Response), Role Playing, Behavior Modification, Skill Development
DOI: 10.1007/s44217-024-00198-4
ISSN: 2731-5525
Abstract: Applied behavior analysis (ABA) focuses on providing socially significant treatments and practices. Recent advancements in ethically-minded research have encouraged practitioners to think beyond the technical skills required for implementing behavior-analytic practices and consider how these practices are delivered. Compassionate care in ABA has recently been conceptually defined and subsequently researched to explore ways to explicitly and systematically teach compassionate-care-based skills within the scope of ABA. Researchers have noted barriers specific to the time required to teach compassionate-care-based skills using behavior skills training (BST) especially when working to train groups in compassionate care skills. Further, these studies have focused primarily on using compassionate care towards interactions with caregivers as communication partners. This study operationalized the compassionate care-based skill of receiving feedback within a behavioral analytic lens and taught it to eight master's students enrolled in an ABA course. An experimental case study approach was used to evaluate the relative benefit of modified behavioral skills training (BST) versions, including conditions with and without rehearsal opportunities and individualized performance feedback. Results indicated that all participants demonstrated significant skill increases across multiple communication partners (i.e., client, caregiver, colleague) compared to baseline sessions, with conditions including opportunities for rehearsal and performance feedback resulting in higher skill acquisition for seven of the eight participants. Conditions that required the participants to generalize to novel scenarios and novel communication partners resulted in lower competencies; however, all participant skills across all communication partners remained higher than baseline measures. Limitations included practicing skills within role-play scenarios only, the application of compassionate care-based skills in a variety of cultures, and limits related to using an experimental case study as a methodological approach. Implications for future research and practitioner-based applications are discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1431465
Database: ERIC
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  Data: Teaching Compassionate-Based Behaviors across Communication Partners to Students of Applied Behavior Analysis: A Preliminary Investigation of Comparative Effectiveness
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  Data: <searchLink fieldCode="AR" term="%22Reva+Mathieu-Sher%22">Reva Mathieu-Sher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2100-0141">0000-0003-2100-0141</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paige+Johnson%22">Paige Johnson</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+Straub%22">Elizabeth Straub</searchLink><br /><searchLink fieldCode="AR" term="%22Annie+Lao%22">Annie Lao</searchLink><br /><searchLink fieldCode="AR" term="%22Duaa+Alzahrani%22">Duaa Alzahrani</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+McCallum%22">Elizabeth McCallum</searchLink><br /><searchLink fieldCode="AR" term="%22Ara+Schmitt%22">Ara Schmitt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2328-5275">0000-0003-2328-5275</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Applied behavior analysis (ABA) focuses on providing socially significant treatments and practices. Recent advancements in ethically-minded research have encouraged practitioners to think beyond the technical skills required for implementing behavior-analytic practices and consider how these practices are delivered. Compassionate care in ABA has recently been conceptually defined and subsequently researched to explore ways to explicitly and systematically teach compassionate-care-based skills within the scope of ABA. Researchers have noted barriers specific to the time required to teach compassionate-care-based skills using behavior skills training (BST) especially when working to train groups in compassionate care skills. Further, these studies have focused primarily on using compassionate care towards interactions with caregivers as communication partners. This study operationalized the compassionate care-based skill of receiving feedback within a behavioral analytic lens and taught it to eight master's students enrolled in an ABA course. An experimental case study approach was used to evaluate the relative benefit of modified behavioral skills training (BST) versions, including conditions with and without rehearsal opportunities and individualized performance feedback. Results indicated that all participants demonstrated significant skill increases across multiple communication partners (i.e., client, caregiver, colleague) compared to baseline sessions, with conditions including opportunities for rehearsal and performance feedback resulting in higher skill acquisition for seven of the eight participants. Conditions that required the participants to generalize to novel scenarios and novel communication partners resulted in lower competencies; however, all participant skills across all communication partners remained higher than baseline measures. Limitations included practicing skills within role-play scenarios only, the application of compassionate care-based skills in a variety of cultures, and limits related to using an experimental case study as a methodological approach. Implications for future research and practitioner-based applications are discussed.
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