SPLED505:

Lesson 1 Introduction

Key Terms

A first step in becoming a behavior analyst is to learn the language of behavior analysis. Much like learning German, French, or Spanish, there are no shortcuts to learning this new language. We find that good old-fashioned distributed practice leads to fluency at identifying these terms. Lack of fluency with behavior terminology will make it extremely difficult to complete the course sequence and subsequent certification exam successfully. With that in mind, we have created a set of Key Terms to help you become fluent in ABA.

Hovering over a term displays the definition. Selecting it takes you to the Glossary page with all terms for the course.

To be successful in this lesson, do the following:

Lesson Objectives

After completing this lesson, you should be able to do the following:

• Describe why research is needed in social sciences.
• Identify elements associated with interventions not supported by science.
• Describe basic, translational, and applied research.
• Define determinism, empiricism, and parsimony

What Is Single-Case Design and Why Is It Important?

The first lesson of nearly all research courses makes the case for why research is important. This course is no different. Applied behavior analysis is built on experimental evidence for various procedures. Much of this evidence is provided via single-case experimental designs.

You'll leave this course with a series of key skills that will help as you evaluate interventions—both those presented in the research literature and those that you implement. While other research courses may focus on research at the level of the consumer (i.e., how to be a good consumer of research), this course focuses on the application of research skills.

How Is Single-Case Design Related to Applied Behavior Analysis?

Many students who take courses in single-case design are interested in applied behavior analysis. Although not exclusively used in ABA contexts, single-case designs are founded on many of the same basic ideas as ABA.

Can Science Make Life Better for People?

This may seem like a very simplistic question. Everyone knows that science helps us learn more about our bodies, the world, the universe, and so on. Or do they? People may have very different views on how science is conducted and what it can deliver. These issues are exacerbated when people misuse science or fabricate information for their own benefit, often to the detriment of others. A basic understanding of the goals of science is a first step to evaluating the veracity of information.

Is All Science The Same?

Many people really like to work on home improvement projects. There's something very reinforcing about completing a project and saving money in the process! That said, most do-it-yourselfers have no formal training, so projects take hours, weeks, or even months to complete, while other projects are clearly beyond their abilities. Fortunately, most people know their limitations.

In some ways, selecting interventions (or an interventionist) is much like selecting a builder. When someone puts a toolbelt on, they may look like a builder. But ask them a few questions about the pitch of a roof or an HVAC system, and they'll likely be exposed as what they are—anything but a builder. Sadly, there are people who mislead others by dressing or talking the part in an effort to push ineffective or even harmful interventions. Practitioners and researchers  must continually evaluate interventions to protect their clients and the field.

Why Evidence-Based Practice?

Practitioners have a responsibility to provide the best educational practices to their students. Best practices are derived from scientific evidence gleaned from basic, translational, and applied research. So, the question is “how do we get scientific evidence into classroom practice?” A course in single-case design provides a starting point for integrating evidence-based interventions into your practice.