Seven Dimensions

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Dec 6, 2023

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1 The Seven Dimensions Melanie Comer PSY: Applied Behavior Analysis, Capella University PSY7708 Section 14: Basic Foundations in Applied Behavior Analysis Ryan O’Donnell October 23, 2002

2 The Seven Dimensions The 1968 article JAMA article titled "Some current Dimensions of Behavior Analysis” names the seven foundational principles of ABA as The Seven Dimensions. These dimensions are defined as key characteristics of the field that are still being used today (Baer, et al., 1968). Applied, Behavioral, Analytic, Technological, Generality, Conceptually Systematic and Effective as described and defined by Baer, et al., are the Seven Dimensions that are being explored in this paper. Applied- Behavior is socially significant, the behavior analyst will examine how individual behavior will change and if the change affects the individual and those close to the individual. There is typically a close relationship between the motive, the behavior and the subject which are being studied. Behavioral- The analyst measures how the individual’s behavior changes, not what is interpreted about the behavior or another person’s behavior. The challenge of measuring socially significant behaviors in their natural settings and not resorting to the measurement of non-behavioral substitutes must be met. Analytic- Experimenters must be able to control the occurrence and nonoccurrence of the behavior. Behavior can be changed by modifying the environmental variables that precede behavior. Analysts study and practice precise control over the variables to improve behavior. Believability is the goal. Technological- A analysts’ study or intervention should be detailed, concise and written so that any researcher should understand and have the ability to repeat it

3 with the same or mostly comparable results. If the practitioner cannot replicate a behavior change than there isn’t much value to the study (Baer et al.,1968 and Baer, BIount, Deitrich & Stokes, 1987, pg.320). Generality -Change in behavior must be long lasting and spread to other behaviors not being treated by the interventions. Happens in other environments as well. Conceptually Systematic- interventions developed by analysts are consistent with the principles and concepts of ABA. Concept systems are needed if a technology is to become an integrated discipline. Effective- Must cause meaningful change in behavior of concern. Behavior changes deemed to be effective must reach clinical and /or social significance. After reading the two assigned articles; “Effects of training, prompting, and self- monitoring on staff behavior in a classroom for students with disabilities” . Journal of Applied Behavior Analysis, (Petscher, E. S., & Bailey, J. S. (2006). 39(2), 215– 226.) and “Nonsuicidal self-injury: A systematic review . Frontiers in Psychology, 8, 1946”. (Cipriano, A., Cella, S., & Cotrufo, P. (2017). The non-analytic article is: Nonsuicidal self-injury: A systematic review. There are several reasons this article is not behavioral analytic but primarily because it does not meet the criteria to be deemed as such. There are differences of applied and basic research. Non-Applied research is likely to look at any behavior and any variables which may conceivably relate to it. Applied research is constrained to examining behaviors that are socially important rather than convenient for study ( social settings rather a laboratory setting). This article seeks to review

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4 Nonsuicidal self-injury (NSSI). NSSI is referenced as self-injurious behaviors described as the intentional self-inflicted destruction of body tissue without suicidal intention and that the purpose is not socially sanctioned (Cipriano, et al.,2017). This article is a review of data found in journals, articles and scholarly literature from previous and existing studies. This is indirect observation and would need to be direct observation of the behavior and it needs to be socially significant to the individual. According to the article, NSSI is reported ss a clinical and public health problem, but it doesn’t specifically state it is socially significant to the subject being studied. It None of the seven dimensions are present in this article. As stated previously the premise in Behavioral Analysis is to not theorize how behavior can work, we are describing how it has worked many times in real world applications that are competent, reliable and to valid to doubt (D.M. Baer, personal communication, October 21, 1982.) This article admits that there is disagreements on the definition of self-injurious behavior, the cause of the behavior hasn’t been determined as it is linked to several other disorders, the studies have failed to clarify what the variables are and how the behavior can be improved, it is also noted here that more up to date studies need to be completed in order to seek understanding of NSSI and who and what it affects (Cipriano et al., 2017) The “Effects of training, prompting, and self-monitoring on staff behavior in a classroom for students with disabilities” article is behavior analytic because I was able to identify some of the dimensions that are found in ABA. Analytic, Technological, Conceptually systematic, Behavioral, Applied

5 The analysts in this study demonstrate the need for training instructors and staff who work with students with disabilities. They recognize that these instructors may not be trained to know how to manage behavior problems in the classroom and additional training would be important and helpful for the instructors and the children. The study highlights the methods, procedures and strategies used to promote positive change. These behaviors are measurable and observable. The procedures are identified with sufficient detail, and it is reasonable to think it can be replicated. (Technological) Studying staff behavior in a classroom of children with disabilities is considered socially significant and valuable to the individual (teacher) and students (important to the students with disabilities), the functional relationships and behavior/environmental variables can be identified, the behaviors are being measured in their natural settings (Classroom).

6 References  Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.  Pages 10–16 and 17–23 in Chapter 1, "Definition and Characteristics of Applied Behavior Analysis." o 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. o Petscher, E. S., & Bailey, J. S. (2006). Effects of training, prompting, and self-monitoring on staff behavior in a classroom for students with disabilities . Journal of Applied Behavior Analysis, 39 (2), 215–226. Cipriano, A., Cella, S., & Cotrufo, P. (2017). Nonsuicidal self-injury: A systematic review . Frontiers in Psychology, 8 , 1946.

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