Current Issues in Child Behavior Therapy

Abstract

There are many issues facing behavior analysts/ therapists that will undoubtedly influence the way the science of behavior change is practiced with children, adolescents, and their families and teachers. Some of these issues arise from advancements in the science itself (e.g., functional assessment/ analysis, methods to improve treatment integrity), whereas others arise from changes driven largely by economically motivated contingencies (e.g., prescription privileges, managed care). Other issues arise from the broader field of psychology and have direct relevance to the professional identity of many behavior analysts/therapists (e.g., professional title [“behavior analyst” versus “school psychologist,” “clinical psychologist,” “counseling psychologist,” or “organizational psychologist”]). We will, in this chapter, address each of these issues and offer what we hope is a representative view shared by most behaviorists who read this book. Clearly, we cannot, and do not wish to, speak for all behaviorists. There is considerable disagreement and sometimes professional complacency regarding these issues and, like divorce, there are two sides to every issue. We will try to be fair in our discussion yet maintain integrity with the science to which this book is devoted.