Episode 78 - Should Behavior Analysts Use Social Thinking? w/ Dr. Justin Leaf

ABA Inside Track

Robert Parry-Cruwys

Social Sciences, Science, Education

4.7 • 634 Ratings

🗓️ 13 March 2019

⏱️ 72 minutes

🔗️ Recording | iTunes | RSS

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Summary

While many of you may have heard of Michelle Garcia Winner's Social Thinking curriculum, have you ever wondered if it's appropriate for behavior analysts to use it? Well, Dr. Justin Leaf certainly has and he joins us on the podcast to share all of his thoughts on the subject including whether Social Thinking is empirically supported, whether it should be categorized as scientific or pseudoscientific, and whether behavior analysts may be at risk of violating our ethical code for using it.

Articles discussed this episode:

Leaf, J.B., Townley-Cochran, D., Taubman, M., Cihon, J.H., Oppenheim-Leaf, M.L., Kassardjian, A., Leaf, R., McEachin, J., & Pentz, T.G. (2015). The teaching interaction procedure and behavioral skills training for individuals diagnosed with autism spectrum disorder: a Review and commentary. Review Journal of Autism and Developmental Disorders, 2, 402-413. doi: 10.1007/s40489-015-0060-y

Leaf, J.B., Kassardjian, A., Oppenheim-Leaf, M.L, Cihon, J.H., Taubman, M., Leaf, R., & McEachin, J. (2016). Social Thinking: Science, pseudoscience, or antiscience? Behavior Analysis in Practice, 9, 152-157. doi: 10.1007/s40617-016-0108-1

Leaf, J.B., Kassardjian, A., Oppenheim-Leaf, M.L., Cihon, J.H., Taubman, M., Leaf, R., & McEachin, J. (2016). Erratum to: Social Thinking: Science, pseudoscience, or antiscience? Behavior Analysis in Practice, 9, 158-159. doi: 10.1007/s40617-016-0119-y

Crooke, P.J. & Winner, M.G. (2016). Social Thinking methodology: Evidence-based or empirically supported? A response to Leaf et al. (2016). Behavior Analysis in Practice, 9, 403-408. doi: 10.1007/s40617-016-0151-y

Crooke, P.J., Hendrix, R.E., & Rachman, J.Y. (2008). Brief report: Measuring the effectiveness of teaching Social Thinking to children with Asperger syndrom (AS) and high functioning autism (HFA). Journal of Autism and Developmental Disorders, 38, 581-591. doi: 10.1007/s10803-007-0466-1

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Transcript

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0:00.0	Hey everybody.
0:15.2	Welcome to ABA Inside Track, the podcast that's like reading in your car, but safer.
0:20.8	I'm your host robert perry
0:21.7	cruz and with me as always are my fabulous co-hosts hey rob it's diana and it's me jackie i
0:28.5	don't want to cut us off because i know we really want to get into a discussion of rubber
0:32.2	chickening and the pros and cons thereof but we do have a very special guest on the line to talk about
0:40.0	today's topic, social thinking.
0:44.2	Ooh, so fun.
0:45.3	Is it a pseudoscience?
0:46.5	Is it?
0:47.2	I don't know.
0:48.1	We should ask our esteemed guest.
0:50.6	It's just one of the things that we talk about here on ABA Inside Track, which, as hopefully
0:54.0	most of you know, unless you're a new listener, in which case welcome, and
0:57.4	we'll just let you know. We're a podcast that talks about behavior analysis and behavior
1:02.5	analytic literature. And the literature this week is going to be all about that topic, social
1:08.9	thinking. It's a very popular social skills curriculum
1:11.9	that has been used in many schools. And really, our guest today is going to be talking about
1:17.6	whether or not social thinking would be considered evidence-based or pseudoscience or possibly
1:22.4	even anti-science. And to lead in that discussion, we're going to be talking about, or our guest is mostly
1:28.7	going to be talking about a few articles. And the articles are social thinking, science, pseudoscience, or
1:36.8	anti-science by Leif, Kassargean, Oppenheim Leif, Sehan, Tobman, Leif, and Meekin from Behavior Analysis in Practice 2016.
	...

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