En dépit de moyens importants consacrés à la lutte, certains feux de forêt, en Europe méditerranéenne, en Australie ou en Amérique du Nord, parcourent de grandes surfaces et développent des comportements violents qui piègent les pompiers. L’étude de rapports internes aux services d’incendie révèle ici les conditions météorologiques et topographiques dans lesquelles se produisent ces feux dangereux. En France, alors que le vent violent est le principal contributeur des feux les plus grands et les plus dangereux, les températures élevées mènent à un autre type d’incendies violents qui se propagent rapidement. En Australie, les pompiers sont souvent piégés par une bascule brutale de la direction du vent mais aussi par des vents forts en terrain accidenté. Au-delà des disparités intercontinentales, la recherche des comportements dynamiques de feu impliqués dans plus de 100 accidents de pompiers à travers le monde amène à distinguer trois types d’incendie. Lors des feux topographiques, en zone de montagne, les accidents sont généralement causés par l’attachement de la flamme sur des pentes supérieures à 20°. Lors des feux guidés par le vent, les zones les plus propices aux accidents sont les pentes déventées où des effets de vortex peuvent se produire. Enfin, lors des feux convectifs, les plus violents, les accidents peuvent se produire loin de toute configuration dangereuse. Pour tenir compte de ces résultats et améliorer leur sécurité, les pompiers doivent adapter leur formation et de développer des compétences d’analyste du feu. Ces experts intègreront les retours d’expérience des incendies passés pour proposer les stratégies de lutte les plus efficaces et sécurisées. / Despite the large expenditure that is dedicated to forest fire suppression in Euro-Mediterranean countries, Australia and North-America, firefighters still face large and severe fire events which eventually entrap them. Investigation of Fire Services’ internal reports addresses here the weather and terrain leading to these dangerous fires. In France, strong wind is the main driver of the largest fires and of the fires that entrap firefighters. However, high temperature is also a key contributor as it influences violent fires with high rates of surface spread. In Australia, a lot of firefighters’ entrapments are due to shifts in wind direction, but others are associated to strong winds in rugged terrain. Whatever the regional specificities, more than 100 firefighters’ entrapments across the world were investigated to find the contribution of dynamic fire behaviors in these entrapments. The results return three different types of fires. During topography-influenced fires, in mountainous area, almost all the entrapments happen on slopes steeper than 20°, prone to flame attachment. During wind-driven fires, leeward slopes prone to vorticity-driven lateral fire spread are the most prominent configurations associated with entrapments. Finally, during convective fires, which are the most violent, entrapments can happen far away from any dangerous configuration. Firefighters should adjust their training courses and promote fire behavior analysts (FBAN) capabilities to benefit from the results of this work and improve their safety. FBAN may consider feedbacks from previous fires to suggest the most efficient and secure firefighting strategies and locations.

Board Certified Behavior Analysts (BCBAs) serve as the primary practitioners within this field, providing direct services to individuals with socially significant problem behaviors. The purpose of this study was to expand research on the behavior analytic practitioner regarding their self-care practices and develop an understanding of their lived experience using Orem's theory of self-care. Data were collected from 10 BCBAs via face-to-face interviews derived of questions regarding self-care practices. The interview questions included discussions around self-care behaviors as well as beneficial and problematic effects regarding individual self-care practices. Interpretive phenomenological analysis was used to gather information regarding practices and interpret the lived experience of current practitioners. It was found that BCBAs have informal exposure to self-care and share effects like burnout with other helping professions. Some practitioners indicated that lack of self-care resulted in diminished relationships, lowered quality of care for clients, and poor quality of life outcomes. This research indicated social change implications that include using the results to improve self-care practices among BCBAs could result in less burnout and improved care for patients. If improvements to self-care repertoires are made, client outcomes may also improve, reducing the need for behavior analysis services long term.

As of January 2023, there are 59,976 Board Certified Behavior Analysts (BCBAs) with current licensure throughout the world. This number has substantially grown compared to the meager 392 persons so certified in the year 2000 (Behavior Analyst Certification Board, 2023) In the past 11 years, demand for Board Certified Behavior Analysts has increased by 4,209% (Behavior Analyst Certification Board, 2022). As the need for this resource has increased, the presence of BCBAs is becoming more prevalent in public schools today. A BCBA can be a beneficial and critical resource to teachers in aiding in their behavior knowledge, and classroom management. Since there is a scarcity of BCBAs in schools, it is important that a BCBA's time is spent effectively while working with teachers. To our knowledge, there is little to no research specifically targeting special education teachers and how they interact with BCBAs. A Multiperspectival Interpretative Phenomenological Analysis focus group was conducted with educators who interface with BCBAs. Findings indicated both barriers and affordances attached to special education teachers working with a BCBA. Implications for practice, implications for research, and limitations are discussed.

Occupational therapy (OT) and applied behavior analysis (ABA) practitioners often collaborate when working with children and young adults with disabilities (McGinnis, 2013). OT and ABA practitioners are primed to collaborate due to many areas of overlap among each respective scope of practice; however, there is limited research to guide best practice for this collaborative partnership (Welch & Polatajko, 2016). According to a review of OT and ABA literature, in addition to the literature of other community-based, social services, and health care professions, there are four major barriers to interprofessional collaboration (IPC): (1) biases, (2) differing cultures, values, and professional languages, (3) overlaps in scopes of practice, and (4) poor communication and relationship-building skills (Kim et al., 2016; Peck & Norman, 1999; Rice et al., 2010). Due to a limited amount of accessible OT and ABA training interventions on collaboration, there is a need for an online, interactive, educational training to present evidence-based and theoretically-sound solutions for the barriers to collaboration. The proposed program is called Supporting Interprofessional Partnerships: An Educational Training for Collaboration Between Occupational Therapy and Applied Behavior Analysis Practitioners. The program’s educational content targets: (1) the definition, benefits, and barriers to IPC, (2) context-based information on ABA’s culture, values, professional language, and scope of practice, and (3) strategies to improve collaboration with ABA providers. Supporting Interprofessional Partnerships explores the working relationship between OT and ABA to improve collaboration as well as client, family, provider, and organizational outcomes.

Transitions occur at many points in a child's educational journey. For children with disabilities, these changes in routine, service providers, and setting may be especially difficult and result in problem behavior. Special education teachers are expected to facilitate a smooth transition from one setting to another, teaching appropriate skills and addressing problem behavior as it arises. Board Certified Behavior Analysts (BCBAs), who have an expertise in problem behavior and skill generalization, are currently under-utilized in schools and could work collaboratively with special education teachers and other stakeholders to make it easier for students with disabilities experiencing a school transition. As only 12.16% of actively licensed BCBAs work in education, the literature on effective collaboration practices between BCBAs and special education teachers, particularly in transition, is scarce. We organized seven Multi Perspectival IPA focus groups, including a pilot study group, made up of 25 special education teachers and administrators who have worked with BCBAs. Results show that a duality exists among special educators in this work- special educators expressed both a genuine desire to work with BCBAs, as well as a desire to be acknowledged and respected for their own work and expertise with students, indicating a complexity in this collaborative relationship. Implications for practice, implications for research, and limitations are discussed.

Made available in DSpace on 2016-04-29T13:17:56Z (GMT). No. of bitstreams: 1 Renan Nobre Floriano.pdf: 1313563 bytes, checksum: 8c4f29563e75d7b7a57bcdcd28a810a8 (MD5) Previous issue date: 2015-10-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In Verbal Behavior (1957), BF Skinner proposes a thorough analysis of verbal behavior by specifying the relationship between the speaker's behavior and the listener's behavior. Despite this, the speaker's behavior has been more emphasized and studied The aim of this study was to analyze the bibliographic production carried out by behavior analysts about the listener's behavior, as a mediator of consequences and while audience to the speaker's behavior, from the year of publication of Verbal Behavior and work through both articles published in international journals as JEAB, JABA, The Behavior Analyst and TAVB as in national journals as REBAC and RBTCC. It was analyzed 70 articles, of which 62 dealt with the listener as a mediator of consequences, while 7 audience and one treated both concepts. It was observed that articles about the listener's behavior (listener and audience) began to markedly small measure, the first published 26 years after the Verbal Behavior. Over the years the publications of articles geared to the study of these concepts have been increasing, as a result of the contribution of authors like Caio F. Miguel, R. Douglas Greer and Anna Ingeborg Petursdottir. With regard to the type of research, it was noted a balance between theoretical and conceptual research and experimental research and among the experimental research it was observed that the listener's behavior has been studied both as an independent variable as the dependent variable. Moreover, in both types of research the listener's behavior was studied more as a central object than a secondary object. Finally, there is the listener's behavior was notorious presence on subject-matters such as the relationship between the repertoire of the listener and the speaker, stimulus equivalence, verbal operant tact and naming. Summarizing the development of this field of research, it highlights two assertions of Skinner himself (1957/1992) regarding the understanding of verbal behavior that influenced a timid start, but also contributed to advances in research: on the one hand, verbal behavior was to focus the explicit individual speaker and postulated by Skinner (19957/1992), on the other hand, there is the need for the listener's behavior be closely analyzed so that a complete understanding of verbal behavior is achieved / Em Verbal Behavior (1957), B. F. de Skinner propõe uma análise minuciosa do comportamento verbal especificando a relação entre o comportamento do falante e o comportamento do ouvinte. Apesar disto, o comportamento do falante tem sido mais enfatizado e estudado O objetivo do presente estudo foi o de analisar a produção bibliográfica realizada pelos analistas do comportamento acerca do comportamento do ouvinte, enquanto mediador de consequências e enquanto audiência para o comportamento do falante, a partir do ano de publicação da obra Verbal Behavior e através dos artigos publicados tanto em periódicos internacionais como JEAB, JABA, The Behavior Analyst e TAVB como em periódicos nacionais como REBAC e RBTCC. Foram analisados 70 artigos, dos quais 62 trataram do ouvinte enquanto mediador de consequências, 7 enquanto audiência e 1 tratou em ambos os conceitos. Observou-se que artigos a respeito do comportamento do ouvinte (ouvinte e audiência) iniciaram-se de forma marcadamente acanhada, sendo o primeiro publicado 26 anos após o Verbal Behavior. No decorrer dos anos as publicações de artigos voltados ao estudo desses conceitos vêm aumentando, resultado este devido a contribuição de autores como Caio F. Miguel, R. Douglas Greer e Anna Ingeborg Petursdottir. No que diz respeito ao tipo de pesquisas, notou-se um equilíbrio entre pesquisas teórico-conceituais e pesquisas experimentais e dentre as pesquisas experimentais observou-se que o comportamento do ouvinte vem sendo estudado tanto como variável independente quanto como variável dependente. Além disso, em ambos os tipos de pesquisas o comportamento do ouvinte foi estudado mais como objeto central do que como objeto secundário. Por fim, destaca-se que o comportamento do ouvinte foi presença notória em temas como relação entre o repertório do ouvinte e do falante, equivalência de estímulos, operante verbal tato e nomeação. Sumarizando o desenvolvimento deste campo de investigação, destacam-se duas asserções do próprio Skinner (1957/1992) com relação a compreensão do comportamento verbal que influenciaram um início tímido, mas que também contribuíram para os avanços das pesquisas: se por um lado, o comportamento verbal teve como enfoque o falante individual explícito e postulado por Skinner (19957/1992), por outro lado, há a necessidade de o comportamento do ouvinte ser analisado de perto para que uma compreensão completa do comportamento verbal seja alcançada

The need for licensed teachers and specialists in the area of moderate to severe disabilities has been a point of concern for the past two decades; however, technology is increasingly being used to deliver instruction and assist in providing supervision and consulting for students in need of certification in diverse fields through synchronous online learning environments (Luna & Medina, 2007; Spooner & Wood, 2006). The use of these technologies, such as video and web conferencing, are an increasingly popular and viable option for educators and teacher candidates living in rural locations or that have schedules that may not allow for travel to on-campus meetings. In response to this need, the University of Kentucky (UK) Department of Early Childhood, Special Education, & Rehabilitation Counseling, has been delivering instruction through satellite, interactive video, and web-based course management systems for 30 years. This chapter describes how UK has increased their capacity to serve students by using distance education technologies not only for course delivery, but practicum supervision as well (Collins & Baird, 2006).

The current investigation replicated and extended previous research on training of behavior professionals to implement functional assessment and analysis procedures. Specifically, the study extended procedures described by Metras to train board certified behavior analysts (BCBAs) to administer two components of the Interview Informed Synthesized Contingency Analyses (IISCA) by: (1) conducting the study in the context of a large residential/training facility for adults with ID, (2) including a participant who served as a behavior analyst for a caseload of individuals who lived and received services at the facility, and (3) adjusting the vignettes and interview scripts to reflect the change in context. This current study shows that, following a brief training sequence, the participant was able to accurately administer the open-ended interview and construct a synthesized test and control condition.

No description available.