This week we continue our look at what makes practitioners practitioners and researchers researchers…and how we both need each other to create a symphony of best-practices. It’s the researchers turn at bat so we discuss studies on how to widen the window of relevant research topics, to reframe methodology into better ways to answer relevant questions, and to put social issues front and center in the laboratory.

This episode is available for 1.0 LEARNING CEU.

Articles discussed this episode:

Baer, D.M.  (1977).  “Perhaps it would be better not to know everything.”  Journal of Applied Behavior Analysis, 10, 167-172.  doi: 10.1901/jaba.1977.10-167

Odom, S.L., Brantlinger, E., Gersten, R., Horner, R.H., Thompson, B., & Harris, K.R.  (2005).  Research in special education: Scientific methods and evidence-based practices.  Exceptional Children, 71, 137-148.  doi: 10.1177/001440290507100201

Fawcett, S.B.  Some values guiding community research and action.  Journal of Applied Behavior Analysis, 24, 621-636.  doi: 10.1901/jaba.1991.24-621

Fassinger, R. & Morrow, S.L.  (2013).  Toward best practices in quantitative, qualitative, and mixed-method research:  A social justice perspective.  Journal for Social Action in Counseling and Psychology, 5, 69-83.  doi: 10.33043/JSACP.5.2.69-83

Critchfield, T.S. & Reed, D.D.  (2017).  The fuzzy concept of applied behavior analysis research.  The Behavior Analyst, 40, 123-159. doi: 10.1007/s40614-017-0093-x

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