Montrose M. Wolf's research while affiliated with University of Kansas and other places

... A partir desses dados, a comunidade, especialmente a parte dela que trabalha em periódicos da área, poderá avaliar mais claramente a questão e planejar estratégias com base em dados. Em debate sobre o quanto políticas editoriais poderiam dificultar a descrição minuciosa dos procedimentos de estudos aplicados, Baer et al. (1987Baer et al. ( /2023 ...

... This may have been the case because of financial pressures, lack of training/acknowledgement of the need for training, and/or poor supervision. There are others who may not have focused sufficiently on client-centered and culturally sensitive socially important behavior that should be the focus of interventions in accordance with the original definition of ABA (Baer, 2004;Baer et al., 1968Baer et al., , 1987Cooper et al., 2020). As with other professions, in behavior analysis professional regulation and strict ethical guidelines are in place (BACB, 2023; UK Society for Behaviour Analysis (UK-SBA), 2023). ...

... There is abundant evidence that social contingencies applied by staff and/or parents can modify selected problem behaviors of children. This has been shown with preschool children (e.g., Baer and Wolf, 1968;Harris, Wolf, and Baer, 1964), school children (e.g., Hall, Lund, and Jackson, 1968;McAllister, Stachowiak, Baer, and Conderman, 1969), children at home (e.g., Hawkins, Peterson, Schweid, and Bijou, 1966;Herbert and Baer, 1972), and in clinical groups with brain injury, emotional disturbance, or retardation (e.g., Hall and Broden, 1967;Zimmerman and Zimmerman, 1962). The behaviors modified have ranged through poor 'This research was conducted during the course of study and sabbatical leaves by the first and third authors at the University of Western Australia, Nedlands. ...

... The most well-known example is the application of behavior analysis to autism, which is today's best empirically based treatment for the disorder (see Harris & Weiss, 2007;Maurice, Green, & Luce, 1996). An important example of this is the widespread application and national and international dissemination of the Teaching Family Model (Braukmann & Wolf, 1987;Wolf, 1997;see Powell, Fixsen, Dunlap, Smith, & Fox, 2007). This model was originally designed to create therapeutic living environments for adjudicated youth so that they could acquire the education and training that would help them lead productive lives outside the judicial system. ...

... The learning that occurred led to a redefinition of the Teaching-Family Model and improved methods for training staff (Wolf, Kirigin, Fixsen, Blase, & Braukmann, 1995). In addition, the process of comparing and contrasting the successful prototype program and the failed replication attempt led to the development of a way to assess fidelity of the use of the comprehensive and complex treatment program (Bedlington, Braukmann, Ramp, & Wolf, 1988;Braukmann et al., 1975). Thus, the process of attempting to replicate the successful prototype produced a deeper and more complete understanding of the intervention, improved methods for preparing staff, and a way to assess the presence and strength (fidelity) of the intervention in practice. ...

... The two variations of punishment include positive punishment, in which an aversive stimulus is presented following the behavior, or negative punishment, in which a reinforcing stimulus is removed following the behavior (Miltenberger 2016 ). Various forms of punishment have been used to reduce body-focused repetitive behaviors in individuals with IDD (e.g., Altman et al. 1978 ;Barmann and Vitali 1982 ;Barrett and Shapiro 1980 ;Corte et al. 1971 ;Gross et al. 1982 ). ...

... Moreover, a variety of interventions targeting classroom structure have emerged. Programs such as the Good Behavior Game (Barrish et al., 1969), Classroom Organization and Management Program (Evertson et al., 1983), Consistency Management & Cooperative Discipline (CMCD) program (Freiberg et al., 2009), and Incredible Years Teacher Classroom Management (Reinke et al., 2014) combine many of the strategies that emerged as effective in correlational research into teacher training programs. Evidence suggests that many of these interventions are effective for supporting students' engagement and achievement, though inconsistent results have sometimes emerged. ...

... The authors examined whether community-based clinicians working in rural, underserved geographic regions could apply an evidence-based trauma treatment with high fidelity through participation in a training and implementation LC. TF-CBT, the selected intervention, has [60] 2. EBT format and training to fidelity can be replicated with multiple agencies [4,5,61,62] 3. Assessment of "readiness" for implementation: Appropriate selection of agencies based on implementation capacity [12,13,61] Preparation Phase 4. Within selected agencies, selection of appropriate staff (defined team composition, including implementation champions) [13,63] 5. Attention to implementation process as part of variance of treatment outcomes [6-8, 10, 18, 64] 6. Practitioner attitudes to EBTs [4,65] 7. Challenges to training within service delivery structure [66][67][68] 8. Organizational readiness, culture, & processes addressed in preparedness & prework [16,69] 9. Data monitoring capacity at practitioner & agency level [70] 10. Use of technology to integrate practice into care [71] Implementation Phase 11. ...

... Key treatment components used by the Teaching Parents are teaching appropriate alternative behavior as well as initializing motivation systems, self-government systems, and counseling (Phillips et al., 1972). Individualized treatment goals for youths include a variety of self-care skills, social skills, living with family, dealing with authority, and academic content and behavior at school (Bailey, Wolf, & Phillips, 1970;Eitzen, 1974;Fixsen, Phillips, & Wolf, 1973;Phillips, 1968;Phillips, Phillips, Fixsen, & Wolf, 1971;Werner et al., 1975). After four years of research and development the first few goals were being met at Achievement Place, the prototype group home treatment program. ...

... Although these studies provided a foundation for evaluation of interview skills, single subject designs might be more effective for evaluating the effect of the intervention on individual performance (Gillen & Heimberg, 1980). Braukmann et al. (1974) used behavioral skills training (BST) to increase interview skills for young boys referred by a juvenile court. Results indicated BST was effective for increasing appropriate interview behaviors (e.g., posture, answers) for two boys. ...