People Skills for Behavior Analysts, 1st Edition

Visit the link below to download the full version of this book:

https://medipdf.com/product/people-skills-for-behavior-analysts-1st-edition/

Click Download Now

Carmen Hall dedicates the book to all of the clients, parents,
educators, collaborators, and students over the years who
have inspired her to make Applied Behaviour Analysis (ABA)
accessible to all. Their endless discussions on how people skills
paired with ABA made the most effective treatments inspired
us to bring authors together to create this resource. We hope
it will answer comments received over the years from new
graduates: “I wish I was taught that!” As always, Carmen
thanks her amazing family and her inspirational co-​authors
Kimberly Maich and Brianna Anderson for their support to
make this dream a reality.

Kimberly Maich dedicates the book, as always, to her family,

including her husband John of 32 years, and her wonderfully
neurodiverse adult offspring, Robert, Grace, and Hannah, as
well as their supportive spouses, Mark and Steven. Special
dedications go out to her adorable grandson, Quincey, and
her newest grandson, Caleb. This project would not have
been possible without the vision and leadership of co-​editor
Carmen Hall and the dedication and collaboration of co-​
editor Brianna Anderson.

Brianna Anderson dedicates this book, first and foremost,

to her former clients and their families. It was through their
kindness and tenacity that she learned how to be a collabora-
tive and compassionate clinician. Brianna thanks her students
for opening her eyes to new ways of thinking and making true
the saying “in learning you will teach, and in teaching you will
learn.” To her mentors, from whom she has learned so much,
co-​editors Carmen Hall and Kimberly Maich included: she
truly wouldn’t be here without their guidance and generosity.
And, last, Brianna thanks her loving husband, who has self-
lessly supported her during this incredible journey.
Contents

List of Contributors xi
Foreword xv
TY R A S E L L E RS
Preface xvii
Acknowledgments xxii

PART I
Foundational Skills 1

1 Intrapersonal Skills 3
1.1 The Importance of Intrapersonal Skills for Behavior
Analysts 4
C A R LY MA GN ACCA , KE N DRA TH O MSO N, AND LINDA MOR OZ

1.2 The Discerning ABA Practitioner 16

E M I LY BURN S

1.3 Self-​Care for Behavior Analysts: A Guide to Eating

Fewer Doughnuts and Taking More Naps 27
A L B E RT MAL KIN , KARL F. GUN N A RSSON, AND
K R I S TI N A AXE N O VA

2 Interpersonal Skills 49
2.1 20 Key Behaviors for Rapport Building 50
A N A L UISA SAN TO A N D KIMB E RL E Y TAY LOR

2.2 Cultural Competence in Communication 77

TA S M I N A KH A N

2.3 A Critical Look at Autism 88

C H R I S T O P H E R P E TE RS
viii Contents

2.4 Accepting Feedback Makes the World Go

’Round: From Student to Practitioner 96
D O N TOGA DE AN D MA RIN A JIUJIA S

2.5 How to Teach Rapport Building Skills to

Behavior Analysts 109
A N A L UISA SAN TO A N D KIMB E RL E Y TAY LOR

3 Collaboration 127
3.1 No More “Train and Train More”: A Functional,
Contextual Approach to Collaboration with Families 128
C R E S S I DA PA CIA, CIARA GUN N IN G, A OIFE MC T IER NAN
A N D J E N N IFE R H O L L O WAY

3.2 Playing Nicely in the Interdisciplinary Sandbox:

A How-​to Guide on Effective Collaboration with
Various Professionals 143
TAY L O R SL O B O ZIA N

3.3 Who’s the King of the Castle? Collaborating with

Educators and Schools—​as a Behavior Analyst 151
K A R E N MA N UE L A N D B RITTAN Y DAVY

3.4 Overcoming the Aversive: Handling Difficult

Conversations with Professionalism and Compassion 159
B R I A N NA M. AN DE RSO N A N D DAN A KALIL

3.5 Running Efficient and Effective Meetings with

Collaboration and Compassion 169
O L I V I A N G A N D KE RRY- ​A N N E RO B IN SON

PART II
Specialized Skills 179

4 Consultation and Training 181

4.1 Don’t Blame the Mediator: Keeping Applied Behavior
Analysis Doable for Best Possible Outcomes 182
K E N D R A TH O MSO N , RE GH AN N MUN N O, LOU IS P. A. BU SC H,
A N D M AURICE FE L DMA N

4.2 Beyond the PowerPoint 192

CARMEN HALL
 Contents ix

4.3 Behavior Analyst as Changemaker: Science, Advocacy

and Activism in Practice 203
L O U I S P. A . B USCH , JAIME SA N TA N A , A ND
M A R K A . MATTA IN I

4.4 Using Movement Education, Motor Learning, and

Phenomenology to Inform Teaching Strategies in Other
Professional Contexts 217
M A U R E EN CO N N O L LY A N D E LYSE L A P PANO

5 Leadership 229
5.1 “It’s Not You—​It’s Us”: Fostering a Behavior
Analytical Supervisor/​Supervisee Relationship 230
C É L I N E B O URB O N N AIS- ​M A CDO N A L D AND
A L E X A N DRA WH ITE

5.2 People Skills for Behavior Analysis: Putting the Super

in Your Supervisory Relationships 236
K E L LY ALVE S

5.3 Giving Performance Feedback that Makes a Difference 243

M I C H A EL G. PAL ME R

5.4 Interviewing Strategies: Integrating Practices from

Industrial/​Organizational Psychology into Behavior
Analysis for Successful Hiring 252
M I C H A EL G. PAL ME R

6 Innovative, Creative Ways to Use ABA 261

6.1 Making Applied Behavior Analysis Accessible
to Consumers 262
N I C O L E N E IL AN D A N A STA SIA KL IMO VA

6.2 Telehealth to Implement Applied Behavior Analysis

Treatment 280
N ATA L IE PAQ UE T CRO TE A U A N D E RICA FR ANC O

6.3 “You’re on Mute!” People Skills Behind the Screens

and Behind the Scenes 289
A N D E R S L UN DE AN D KIMB E RLY MAICH

6.4 Making a Document People Will Actually Read 299

CARMEN HALL
x Contents

6.5 A Trauma-​Informed Approach to Applied Behavior

Analysis 308
B R I A N NA M. AN DE RSO N A N D DAN A KALIL

6.6 People Skills of Behavior Analysts as Co-​designers

with Autistic Adults: Applied Behavior Analysis
Integrated into Virtual Reality Game-​Based
Intervention Supports 316
J AV I E R A L E JA N DRO RO JA S

Index 327
Contributors

Kelly Alves, EdD, BCBA, is a professor in the Behavioural Health Sciences

Program at Seneca College, Toronto.
Brianna M. Anderson, MPEd, BCBA, is a PhD student in the Child and
Youth Studies Program at Brock University, St. Catharines, Ontario,
professor and coordinator of the Autism and Behavioural Science
Graduate Certificate Program at Fanshawe College, Toronto, and
lecturer in the Master of Professional Education (ABA) at Western
University, London, Ontario.
Kristina Axenova, MA, is a PhD Candidate in the Clinical Psychology
program at York University, Toronto.
Céline Bourbonnais-​MacDonald, EdD, is an instructor at Western
University, London, Ontario.
Emily Burns, EdD, BCBA, is an ABA Specialist for the Lambton Kent
District School Board.
Louis Busch, MA, BCBA, is a community support specialist with Shkaabe
Makwa’s Workforce Development Program and a behavior therapist at
the Centre for Addictions and Mental Health in Toronto.
Maureen Connolly, PhD, is a professor of Physical Education and
Kinesiology at Brock University, St. Catharines, Ontario.
Brittany Davy, MA, BCBA, is a PhD candidate in the Health and Society
Program, and clinical supervisor at GAIN Learning Centre.
Maurice Feldman, PhD, BCBA-​D, is a professor emeritus in the Department
of Applied Disability Studies at Brock University, St. Catharines,
Ontario, and a clinical psychologist.
Danielle Flood, MA, BCBA, is an autism consultant at Kinark Child and
Family Services.
xii List of Contributors

Erica Franco, MADS, BCBA, has been working with children diagnosed
with autism and their families in the Toronto area through regional
providers and supports the Northern Ontario community through her
private practice, N&E Behavioural Consulting.
Karl F. Gunnarsson, PhD, BCBA-​ D, is an assistant professor at the
University of Iceland and National University Hospital, Reykjavík,
Iceland.
Ciara Gunning, PhD, BCBA, is a lecturer in the Psychology (Behaviour
Analysis) program at the University of Galway, Ireland.
Carmen Hall, PhD, BCBA-​D, is an assistant professor in the Master of
Professional Education at Western University, London, Ontario, pro-
fessor in the Bachelor of Behavioural Psychology Program at Fanshawe
College, Toronto, and clinical director of Looking Ahead Clinical
Services in London, Ontario.
Tasmina Khan, MPEd, is a senior behavior therapist at Magnificent Minds.
Jennifer Holloway, PhD, BCBA-​D, is CEO and senior psychologist at All
Special Kids, and director of the PhD and MSc in Applied Behaviour
Analysis Program at the University of Galway, Ireland.
Marina Juijias, MS, BCBA, is a professor at George Brown College,
Toronto, and senior supervising therapist in her own private practice.
Dana Kalil, MA, is a research assistant at Brock University, St.
Catharines, Ontario, with experience blending behavior therapy
with recreational dance to facilitate improvements in children’s self-​
coping strategies.
Anastasia Klimova, BSc, is a graduate student in the Master of Professional
Education (ABA) Program at Western University, London, Ontario,
and behavior therapist at Kerry’s Place Autism Services.
Elyse Lappano, MA, is the manager of student information and services at
Brock University, St. Catharines, Ontario.
Anders Lunde, MEd, is a special education teacher in British Columbia.
Carly Magnacca, MA, is a graduate student in the Clinical Developmental
Psychology program at York University, Toronto.
Kimberly Maich, PhD (Cognition & Learning), OCT, BCBA-​D, C Psych
is a professor in the Faculty of Education at Memorial University of
Newfoundland, St. John’s, and a psychologist.
 List of Contributors xiii

Albert Malkin, PhD, BCBA-​D, is an assistant professor in the Faculty of

Education at Western University, London, Ontario, within the Master
of Professional Education (ABA).
Karen Manuel, MADS, BCBA, is the director and owner of GAIN Learning
Centre.
Mark Mattaini, DSW, ACSW, holds an emeritus appointment at Jane
Addams College of Social Work, University of Illinois at Chicago, and
former director of the doctoral program.
Aoife McTiernan, PhD, BCBA-​D, is a lecturer in the psychology (Behaviour
Analysis) program at the University of Galway, Ireland.
Linda Moroz, MA, BCBA, is a behavior therapist at the Bethesda
Foundation.
Reghann Munno, MADS, BCBA, is a behavior therapist /​consultant at
Pelham Psychotherapy and DS Consulting.
Nicole Neil, PhD, BCBA-​D, is assistant professor and coordinator of
the Master of Professional Education (ABA) Program at Western
University, London, Ontario, and clinical director at Looking Ahead
Clinical Services.
Olivia Ng, MA, BCBA, is clinical supervisor at Progressive Steps Training
and Consultation, and a part-​time faculty member in the Master of
Professional Education (ABA) at Western University, London, Ontario.
Cressida Pacia, MA, BCBA, is a PhD candidate in the Applied Behaviour
Analysis Program at the National University of Ireland.
Michael G. Palmer, PhD, BCBA-​D, is director of the Certificate in Applied
Behaviour Analysis Program at the University of New Brunswick,
Fredericton.
Natalie Paquet Croteau, PhD, BCBA-​D, is the owner of ABA Northern
Services and Training.
Christopher Peters is a PhD Candidate in the PhD in Education (Educational
Sustainability) at Nipissing University, North Bay, Ontario.
Kerry-​Anne Robinson, MEd, BCBA, is the owner and clinical director of
Progressive Steps Training and Consultation.
Javier Alejandro Rojas, MA, is an interdisciplinary PhD candidate at
Memorial University of Newfoundland, St. John’s.
Jaime Santana, MADS, BCBA, is clinical director at Santana Behavioural
Services, Toronto.
xiv List of Contributors

Ana Luisa Santo, MA, BCBA, is a senior behavior therapist, director of

Children and Youth, and Manager of Autism Services at Surrey Place
in Toronto.
Tyra Sellers, PhD, BCBA-​D, is the CEO of the Association of Professional
Behavior Analysts and has held positions as an assistant professor at
Utah State University, Logan, Utah, and as the director of ethics at the
Behavior Analyst Certification Board.
Taylor Slobozian, OCT, MPEd (Field of ABA) supports community part-
ners, family members, and learners of all ages diagnosed with Autism
Spectrum Disorder (ASD) since 2016 in Northwestern Ontario with the
focus being on adaptive, communication, functional, and school readi-
ness skills.
Kimberley Taylor, MADS, BCBA, is a senior behavior therapist at Surrey
Place in Toronto.
Kendra Thomson, PhD, BCBA-​ D, is an associate professor in the
Department of Applied Disability Studies at Brock University, St.
Catharines, Ontario.
Don Togade, PhD, BCBA-​D, is a professor and coordinator of the Honours
Degree in Behaviour Analysis Program at George Brown College,
Toronto, and adjunct professor at the Chicago School of Professional
Psychology.
Alexandra White, MADS, BCBA, is a senior therapist at bitKIDS Behaviour
Consulting and part-​time professor at Mohawk College and McMaster
University, both in Hamilton, Ontario.
Foreword
Tyra Sellers

Looking Ahead
The health and success of the profession of behavior analysis are predicated
on many factors. One important factor is the provision of effective super-
vision. Supervisors are responsible for ensuring that services provided are
ethical and effective, that caregivers are engaged in meaningful collabor-
ation throughout service delivery, and that individuals working toward
certification develop effective skills to provide and supervise services.
Each supervisor can permanently contribute to, or damage, the health
and success of the profession, as many of the individuals they supervise
will go on to have their own trainees and supervisees. Those trainees and
supervisees will become supervisors with trainees and supervisees of their
own—​and so on. If supervisors pass along defective or deficient super-
visory repertoires, at least some of their trainees and supervisors will sub-
sequently pass those less-​than-​optimal skills sets along, and vice versa for
passing along effective supervisory repertoires. In this way, supervision
practices have lasting future impacts in our profession.
The criticality of effective supervision is enhanced by the rapid growth
of the profession. For example, as of December 2022, over 50 percent
of individuals certified at the BCBA level have been certified for five or
fewer years. This growth is exciting, as it means an increased ability to
provide important services to individuals and organizations. However,
this also means that trainees and supervisees are likely being trained
and supervised by individuals with newly acquired supervisory skills.
Many individuals have received little explicit training on how to be an
effective supervisor. In the time since the Behavior Analysts Certification
Board (BACB) began certifying individuals in 1998, they have systemat-
ically increased requirements, including those related to supervision (e.g.,
increasing the percentage of fieldwork hours supervised, requiring supervi-
sion specific continuing education units and completing of specific training
to qualify to supervise, prohibiting the supervision of trainees for one
xvi Foreword

year post-​certification unless under the guidance of a qualified Consulting

Supervisor). The ethics standards guiding supervisory practices have also
been enhanced regarding areas such as responsibility, diversity, and con-
tinuity of supervisory services.
Perhaps in response to the profession’s growth, an increased
understanding of the importance of effective supervisory repertoires, and
additional requirements, over the past several years there seems to have
been an increase in scholarly work and conference presentations related
to supervision. Behavior analysts have written practice recommendation
papers focusing on important supervision topics such as compassion, cul-
turally responsive practices, self-​ assessment, and core professionalism
skills. Several books and workbooks are now available to support those
teaching supervisory skills in courses, during supervised fieldwork, and
in the workplace, with a particular focus on novice supervisors. In fact,
some practice guideline papers and books rightly focus on the trainee, as
a sort of antecedent intervention encouraging them to take an active role
in their supervision, outlining for them what they should expect from their
supervisor and guiding them through practical and important skills such
as soliciting and giving feedback. The resources have helped push discus-
sion about the need for high quality supervision to the forefront of our
profession, with researchers and professionals focusing on strategies for
developing the critical repertoires for being a successful supervisor and for
teaching those repertoires to others.
Effective, high-​quality supervision is undoubtedly more effortful than
low-​quality supervision, just as is the case with low-​quality clinical ser-
vice. However, the return on investment is realized immediately for the
supervisee, supervisor, clients, and caregivers. Importantly, the positive
impact also reaches exceptionally into the future, as effective supervisory
repertoires are passed along. This type of supervision—​the type that can
sustain a healthy and successful profession—​is not born from a unilateral,
transactional model. This type of supervision requires the active develop-
ment and continual facilitation of a collaborative and mutually respected
relationship. It is born from humility and the knowledge that we all have
something to teach, and something learn from each other.
This book provides relevant guidance related to interpersonal skills, col-
laboration, consultation and training, and leadership. The content of this
book adds to the body of scholarly work that acknowledges the import-
ance of developing high-​quality supervisory and leadership skills, and it is
a breath of fresh air in the profession. It is a call to ensure that behavior
analysts balance the application of their science with an approach that
values and centers humanity and connectedness. In this balance there is
beauty and hope that our profession will endure with professionals who are
well equipped to make meaningful changes in the world in compassionate
and purposeful partnership with consumers and with other professionals.
Preface

People Skills for Behavior Analysts is a unique professional learning tool

for continuing education, focusing on skills beyond the technical skills in
the work that behavior analysts undertake on a daily basis. People skills
are broad, diverse, and far-​reaching personal attributes or character traits
that contribute and generalize to areas such as therapeutic relationships—​
or simply how we get along with others—​including clients, their parents
(where applicable), our colleagues, and more.
Much of the past literature on this topic (Parlamis & Monnot, 2019)
has used the term soft skills; however, like others who aim to retire the
term, we feel that this is a misnomer. We believe that there is nothing soft
about people skills: they are the strong and solid foundation that leads to
clinical success. At the same time, if they are considered at all, they are
often thought of as being secondary to technical skills (the so-​called “hard
skills”). The reader will see from this broad set of fascinating monographs
that people skills are broadly influential in the moment-​to-​moment work of
the behavior analyst. In fact, we can see the presence of people skills in the
Ethics Code for Behavior Analysts (BACB, 2020) and the 5th Edition Task
List (BACB, 2017). However, students often will tell us that no one taught
them how to complete these soft skills—​for example, how to adjust their
body language, how to prepare for a presentation, or what specific lan-
guage will assist them in building a relationship with their client. The goal
of this book is to provide the “how-​to” for all those times we were asked.
The use of person-​first language (e.g., person with autism) and identity-​
first language (e.g., autistic person) is used interchangeably and at the dis-
cretion of individual chapter authors. While many chapters are written
from the perspective of the medical model, highlights from the social
model and from critical perspectives also are featured.
Contributors to this edited volume underscore and bring perspectives
from various behavior analysts’ clinical practices and research labs, and
include professionals from other fields, such as education, social work, and
psychology to encapsulate the various research and practices to build these
xviii Preface

skills. Contributing authors were encouraged to look into various litera-

ture beyond that of applied behavior analysis (ABA), including business,
graphic design, psychology, counselling, and social work. Through cap-
turing the research and best practices across fields, the authors made it
specific to the practice of behavior analysis.
This book is divided into two sections: Foundational Skills (Part I)
and Specialized Skills (Part II). Foundational Skills is comprised of 13
unique chapters focused on Intrapersonal Skills, Interpersonal Skills,
and Collaboration. Specialized Skills, building on presented information
and perspectives in the preceding section of foundational information,
is comprised of an additional 15 chapters focused on Consultation and
Training, Leadership, as well as Innovation and Creativity.

Part I: Foundational Skills

Chapter 1: Intrapersonal Skills

Chapter 1 examines skills required for intrapersonal communication

skills—​the conversations that we have with ourselves. Such skills, described
in these monographs, involve thinking and analyzing, self-​reflecting, and
examining caring for oneself as a therapist:

1 The Importance of Intrapersonal Skills for Behavior Analysts

2 The Discerning ABA Practitioner
3 Self-​Care for Behavior Analysts: A Guide to Eating Fewer Doughnuts
and Taking More Naps

Chapter 2: Interpersonal Skills

Chapter 2 looks at the skills required in the communication acts between

two or more people—​the interpersonal skills. These skills are necessary
to form relationships with both colleagues and interdisciplinary teams as
well as clients and their families. The skills required are both verbal and
non-​verbal and are complex and intertwined:

1 20 Essential Interpersonal Skills for Mediator Rapport Building

2 Cultural Competence in Communication
3 A Critical Look at Autism
4 Accepting Feedback Makes the World Go Round: From Student to
Practitioner
5 How to Teach Rapport-​Building Skills to Behavior Analysts