Ep8 CPP! Pt3 Tuning your Babel Fish- Understanding Fluency in the Science of Behavior Analysis

Atypical Behavior Analyst

“How do you know someone is fluent?” When they demonstrate certain behaviors? Emit certain phrases and buzz words? Complete their SAFMEDS in record time? What about the outcomes we’re usually interested in: understanding what other people are doing and why they are doing it, and describing it in such that a way that ties it to behavioral principles. Meaning, breaking down the information we’re given into relevant behavior elements (Humility Note: don’t break it down and feed it back to them. Please do it in your own head unless they ask you). Once you have your internal translation, use plain language to gauge your own and your listener’s understanding, instead of relying on jargon.

Learning Objectives:

1. Provide definitions of fluency in both behavior analytic and layman’s terms.

2. Describe the values of being fluent in one’s practice and science.

3. Describe ways to assess fluency.

Take Aways- your bite-sized educational noms:

- Check your audience: Provide examples with topics that are known and understood in that person’s repertoire and experiences. Forcing jargon doesn’t change a person’s understanding (and it probably doesn’t do great things for rapport and pairing).

- Receive instead of transmit: Instead of prescribing, consider what question to ask next to gain more information and paint a more accurate picture. Operate under the assumption that everyone has something to add.

- Values of Fluency: Deeper understanding of what other people are doing and why they are doing it, efficacy, improved perspective taking.

- Something to consider- we require new practitioners (RBTS, newly certified BCBAs,and BCaBAs) to use perfect jargon when answering questions, interacting with other professionals and stakeholders, yet, they lack experience. How does this style of training potentially hinder the progress of our field and consumers?

Worth: 1 Learning , 0 ethics, 0 supervision

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