Adams, W. C. (2015). Conducting semi-structured interviews. In K. E. Newcomer, H. P. Hatry, & J. S. Wholey (Eds.), Handbook of practical program evaluation (pp. 492–505). Wiley. https://doi.org/10.1002/9781119171386.ch19
Archibald, D., Trumpower, D., & MacDonald, C. (2014). Validation of the interprofessional collaborative competency attainment survey (ICCAS). Journal of Interprofessional Care, 28(6), 553–558. https://doi.org/10.3109/13561820.2014.917407
Babenko, O., & Guo, Q. (2019). Measuring self-compassion in medical students: Factorial validation of the Self-Compassion Scale-Short Form (SCS-SF). Academic Psychiatry, 43, 590–594. https://doi.org/10.1007/s40596-019-01095-x
Brodhead, M. T. (2015). Maintaining professional relationships in an interdisciplinary setting: Strategies for navigating nonbehavioral treatment recommendations for individuals with autism. Behavior Analysis in Practice, 8, 70–78. https://doi.org/10.1007/s40617-015-0042-7
Article PubMed PubMed Central Google Scholar
Carpenter, S. K., Pan, S. C., & Butler, A. C. (2022). The science of effective learning with spacing and retrieval practice. Nature Reviews Psychology, 1(9), 496–511. https://doi.org/10.1038/s44159-022-00089-1
Catrone, R. G., Baires, N. A., Martin, M. R., & Brown-Hollie, J. P. (2023). An intersectional examination of disability and race models in behavior-analytic practice. Behavior and Social Issues, 32(1), 152–181. https://doi.org/10.1007/s42822-022-00116-z
D’Agostino, S. R., Dueñas, A. D., Douglas, S. N., & Meadan, H. (2023). Exploring perceptions and use of compassionate care with early interventionists and caregivers: A mixed methods investigation. Behavior Analysis in Practice, 1–17. https://doi.org/10.1007/s40617-023-00831-y
Friedman, Z. L., Hubbard, K., & Seruya, F. (2022). Building better teams: Impact of education and coaching intervention on interprofessional collaboration between teachers and occupational therapists in schools. Journal of Occupational Therapy, Schools, & Early Intervention, 16(2), 173–193. https://doi.org/10.1080/19411243.2022.2037492
Friedman, Z. L., Akselrud, R., Goldman, M., Horowitz, R., Moradi, S., & Seror, E. (2022). Charting a path to collaboration: Experiences of occupational therapy and applied behavior analysis professionals. Journal of Occupational Therapy, Schools, & Early Intervention, 1–23. https://doi.org/10.1080/19411243.2022.2106343
Friedman, Z. (2022). Breakfast club lessons: Staff perspectives on a yearlong collaborative tele-therapy initiative during COVID-19. Journal of Research on Technology in Education, 1–21. https://doi.org/10.1080/15391523.2022.2119447
Gatzunis, K. S., Weiss, M. J., Ala’i-Rosales, S., Fahmie, T. A., & Syed, N. Y. (2023). Using behavioral skills training to teach functional assessment interviewing, cultural responsiveness, and empathic and compassionate care to students of applied behavior analysis. Behavior Analysis in Practice, 1–27. https://doi.org/10.1007/s40617-023-00794-0
Hilton, J., Syed, N., Weiss, M. J., Tereshko, L., Marya, V., Marshall, K., Gatzunis, K., Russell, C., & Driscoll, N. (2021). Initiatives to address diversity, equity, and inclusion within a higher education ABA department. Behavior and Social Issues, 30(1), 58–81. https://doi.org/10.1007/s42822-021-00082-y
Article PubMed Central Google Scholar
Interprofessional Education Collaborative. (2023). Core competencies for interprofessional collaborative practice: Preliminary draft revisions. Interprofessional Education Collaborative.
Jackson, J. B. (2017). A study protocol for enriching the interprofessional collaborative competency attainment survey insights. Journal of Interprofessional Care, 31(6), 797–798. https://doi.org/10.1080/13561820.2017.1340878
Kirby, M. S., Spencer, T. D., & Spiker, S. T. (2022). Humble behaviorism redux. Behavior and Social Issues, 31(1), 133–158. https://doi.org/10.1007/s42822-022-00092-4
Article PubMed Central Google Scholar
Kruger, J. S., Tona, J., Kruger, D. J., Jackson, J. B., & Ohtake, P. J. (2023). Validation of the Interprofessional Collaborative Competency Attainment Survey (ICCAS) retrospective pre-test measures. Journal of Interprofessional Care, 1–6. https://doi.org/10.1080/13561820.2023.2169261
LaFrance, D. L., Weiss, M. J., Kazemi, E., Gerenser, J., & Dobres, J. (2019). Multidisciplinary teaming: Enhancing collaboration through increased understanding. Behavior Analysis in Practice, 12(3), 709–726. https://doi.org/10.1007/s40617-019-00331-y
Article PubMed PubMed Central Google Scholar
LeBlanc, L. A., Taylor, B. A., & Marchese, N. V. (2020). The training experiences of behavior analysts: Compassionate care and therapeutic relationships with caregivers. Behavior Analysis in Practice, 13(2), 387–393. https://doi.org/10.1007/s40617-019-00368-z
Légaré, F., Stacey, D., Pouliot, S., Gauvin, F.-P., Desroches, S., Kryworuchko, J., Dunn, S., Elwyn, G., Frosch, D., Gagnon, M.-P., Harrison, M. B., Pluye, P., & Graham, I. D. (2011). Interprofessionalism and shared decision-making in primary care: A stepwise approach towards a new model. Journal of Interprofessional Care, 25(1), 18–25. https://doi.org/10.3109/13561820.2010.490502
Marchese, N. V., & Weiss, M. J. (2023). Supporting behavior analysts in providing compassionate care: The development of the Parent Partnership Questionnaire (PPQ). Behavior Analysis in Practice, 1–16. https://doi.org/10.1007/s40617-023-00827-8
McNaughton, S. (2015). Students’ reflections on first-year interprofessional teamwork: Phenomenographic evaluation of function and success. Focus on Health Professional Education: A Multi-Professional Journal, 16(3), 86–100. https://doi.org/10.11157/fohpe.v16i3.82
Melton, B., Marchese, N., & Weiss, M. J. (2023). Leading with compassion: A discussion and steps forward for behavior analysts. International Electronic Journal of Elementary Education, 15(3), 225–232. https://doi.org/10.26822/iejee.2023.295
Miller, K. L., Re Cruz, A., & Alai-Rosales, S. (2019). Inherent tensions and possibilities: Behavior analysis and cultural responsiveness. Behavior and Social Issues, 28, 16–36. https://doi.org/10.1007/s42822-019-00010-1
Morris, E. K., Smith, N. G., & Lazo, J. F. (2005). Why Morris, Lazo, and Smith (2004) was published in The Behavior Analyst. The Behavior Analyst, 28(2), 169–179. https://doi.org/10.1007/BF03392113
Article PubMed PubMed Central Google Scholar
NdibuMuntuKebaKebe, N., Chiocchio, F., Bamvita, J. M., & Fleury, M. J. (2019). Variables associated with interprofessional collaboration: The case of professionals working in Quebec local mental health service networks. Journal of Interprofessional Care, 33(1), 76–84. https://doi.org/10.1080/13561820.2018.1515191
Neff, K. D. (2003). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223–250. https://doi.org/10.1080/15298860309027
Neff, K. D. (2016). The self-compassion scale is a valid and theoretically coherent measure of self-compassion. Mindfulness, 7, 264–274. https://doi.org/10.1007/s12671-015-0479-3
Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self-compassion program. Journal of Clinical Psychology, 69(1), 28–44. https://doi.org/10.1002/jclp.21923
Neff, K. D., Knox, M. C., Long, P., & Gregory, K. (2020). Caring for others without losing yourself: An adaptation of the Mindful Self-Compassion Program for Healthcare Communities. Journal of Clinical Psychology, 76(9), 1543–1562. https://doi.org/10.1002/jclp.23007
Neff, K. D., Tóth-Király, I., Knox, M. C., Kuchar, A., & Davidson, O. (2021). The development and validation of the state self-compassion scale (long-and short form). Mindfulness, 12(1), 121–140. https://doi.org/10.1007/s12671-020-01505-4
Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the self-compassion scale. Clinical Psychology & Psychotherapy, 18(3), 250–255. https://doi.org/10.1002/cpp.702
Rohrer, J. L., & Weiss, M. J. (2022). Teaching compassion skills to students of behavior analysis: A preliminary investigation. Behavior Analysis in Practice, 16(3), 763–782. https://doi.org/10.1007/s40617-022-00748-y
Rohrer, J. L., Marshall, K. B., Suzio, C., & Weiss, M. J. (2021). Soft skills: The case for compassionate approaches or how behavior analysis keeps finding its heart. Behavior Analysis in Practice, 14(4), 1135–1143. https://doi.org/10.1007/s40617-021-00563-x
Article PubMed PubMed Central Google Scholar
Schmitz, C. C., Radosevich, D. M., Jardine, P., MacDonald, C. J., Trumpower, D., & Archibald, D. (2017). The interprofessional collaborative competency attainment survey (ICCAS): A replication validation study. Journal of Interprofessional Care, 31(1), 28–34. https://doi.org/10.1080/13561820.2016.1233096
Slim, L., & Reuter-Yuill, L. M. (2021). A behavior-analytic perspective on interprofessional collaboration. Behavior Analysis in Practice, 14(4), 1238–1248. https://doi.org/10.1007/s40617-021-00602-7
Article PubMed PubMed Central Google Scholar
Suter, E., Arndt, J., Arthur, N., Parboosingh, J., Taylor, E., & Deutschlander, S. (2009). Role understanding and effective communication as core competencies for collaborative practice. Journal of Interprofessional Care, 23(1), 41–51. https://doi.org/10.1080/13561820802338579
Swan, A. J., Carper, M. M., & Kendall, P. C. (2016). In pursuit of generalization: An updated review. Behavior Therapy, 47(5), 733–746. https://doi.org/10.1016/j.beth.2015.11.006
Violato, E. M., & King, S. (2019). A validity study of the interprofessional collaborative competency attainment survey: An interprofessional collaborative competency measure. Journal of Nursing Education, 58(8), 454–462. https://doi.org/10.3928/01484834-20190719-04
Wasson, R. S., Barratt, C., & O’Brien, W. H. (2020). Effects of mindfulness-based interventions on self-compassion in health care professionals: a meta-analysis. Mindfulness, 11, 1914–1934. https://doi.org/10.1007/s12671-020-01342-5
Comments (0)