Thumbnail Image
Person

Vladescu, Jason

Collections
Author Profiles
Show all metadata
Biography
Dr. Jason C. Vladescu, Ph.D., BCBA-D, NSCP, LBA(NY), is the Founding Chair and Professor of the Applied Behavior Analysis Program at SUNY Downstate, as well as a Founding Partner at The Capstone Center. He completed his pre-doctoral internship and post-doctoral fellowship at the University of Nebraska Medical Center’s Munroe-Meyer Institute. Dr. Vladescu is the co-author of Statistics for Applied Behavior Analysis Practitioners and Researchers and has published over 90 peer-reviewed articles and book chapters. His research interests include early behavioral intervention for children with autism spectrum and related disorders, increasing the efficiency of academic instruction, staff and caregiver training, equivalence-class formation, and mainstream applications of behavior analysis. He serves on the Science Board of the Association for Behavior Analysis International and is the current Editor-in-Chief for Behavior Analysis in Practice. Previously, Dr. Vladescu served as Associate Editor for both Behavior Analysis in Practice and the Journal of Applied Behavior Analysis, and has been a member of the editorial boards for Single Case in the Social Sciences, Behavior Analysis: Research and Practice, Behavioral Interventions, The Analysis of Verbal Behavior, The Psychological Record, School Psychology, Behavioral Development, Behavioral Analysis in Practice, and the Journal of Applied Behavior Analysis. In 2020, he was honored with the APA Division 25 New Researcher Award. Outside of his professional endeavors, Dr. Vladescu enjoys traveling, reading biographies and science fiction, playing pickleball, and indulging in his passion for pizza.

Filters

2013 - 2019102020 - 202510
Reset filters

Settings

Citations

Publication Search Results

Now showing 1 - 10 of 20
  • Thumbnail Image
    PublicationOpen Access
    Comparing Skill Acquisition Under Different Stimulus Set Sizes With Adolescents With Autism Spectrum Disorder: A Replication
    (Springer Science and Business Media LLC, 2020-11-13) Vladescu, Jason C.; Gureghian, Danielle; Goodwyn, Lauren; Campanaro, Alexandra M.
    A number of variables may influence the effectiveness and efficiency of skill acquisition. One variable that may be important is set size. The current study replicated and extended Kodak et al. (2020, "A Comparison of Stimulus Set Size on Tact Training for Children With Autism Spectrum Disorder," Journal of Applied Behavior Analysis, 53(1), 265-283) by evaluating the stimulus set size that led to the most efficient skill acquisition for 2 adolescents with autism spectrum disorder. More specifically, we evaluated tact acquisition in stimulus set sizes of 3, 6, and 12. The set sizes of 3 and 6 stimuli were associated with the most efficient acquisition, whereas the set size of 12 stimuli was not.
  • Thumbnail Image
    PublicationOpen Access
    Evaluation of Computer-Based Training to Teach Adults Visual Analysis Skills of Baseline-Treatment Graphs
    (Springer Science and Business Media LLC, 2018-06-13) O’Grady, Alexandra C.; Reeve, Sharon A.; Reeve, Kenneth F.; Vladescu, Jason C.; Lake, Candice M.
    The primary method of data analysis in applied behavior analysis is visual analysis. However, few investigations to date have taught the skills necessary for accurate visual analysis. The purpose of the present study was to evaluate computer-based training on the visual analysis skills of adults with no prior experience. Visual analysis was taught with interactive computer-based training that included written instructions and opportunities for practice with textual feedback. Generalization of participant skills from simulated to handwritten and authentic data graphs was programmed for and assessed during the study. A multiple-baseline design was used across visual analysis properties (i.e., variability, level, and trend), with continuous overall intervention effect generalization probes, replicated across 4 participants to evaluate computer-based training for accurate visual analysis of A-B graphs. The results showed that all participants accurately visually analyzed A-B graphs following the computer-based training for variability, level, trend, and overall intervention effect. These visual analysis skills generalized to handwritten and authentic data graphs and maintained approximately 1 day, 1 week, 2 weeks, and 1 month following mastery of each property for all participants. Implications of the results suggest that computer-based training improved accurate visual analysis skills for adults with no prior experience.
  • Thumbnail Image
    PublicationOpen Access
    Reinforcer Choice on Skill Acquisition for Children with Autism Spectrum Disorder: a Systematic Replication
    (Springer Science and Business Media LLC, 2018-04-16) Northgrave, Jessie; Vladescu, Jason C.; DeBar, Ruth M.; Toussaint, Karen A.; Schnell, Lauren K.
    Providing students with autism spectrum disorder (ASD) a choice of putative reinforcers during learning trials may confer advantage during skill acquisition programming. However, such advantage should not be assumed and may not be associated with the most efficient instructional arrangement. In the current study, we taught labels of common object or conditional discriminations to participants with ASD and evaluated efficiency of instruction across child- and experimenter-choice instructional conditions. The results indicated that the most efficient acquisition was observed during the experimenter-choice condition for both participants.
  • Thumbnail Image
    PublicationOpen Access
    Training Staff to Create Equivalence-Based Instruction Materials in Qualtrics
    (Springer Science and Business Media LLC, 2022-06-27) Marano-Frezza, Kathleen E.; Vladescu, Jason C.; Reeve, Kenneth F.; Sidener, Tina M.; Cox, David J.
    Staff training is an important line of research to ensure that clinicians in the field of applied behavior analysis provide quality services. One approach to providing training involves the use of asynchronous training materials in which the trainer and trainee do not need to be physically present at the same time. This allows for training despite limited numbers of trainers or geographic restrictions. The purpose of this study was to train participants to create equivalence-based instruction (EBI) materials in Qualtrics, a commercial survey software package. In the first phase of the study, participants experienced a training package consisting of a video model and task analysis that described how to create EBI materials. Phase 2, evaluated whether the EBI materials created in Phase 1 led to equivalence-based responding. Results indicated that the training was effective for training staff and that staff found the training socially acceptable. Results also demonstrated that the EBI materials resulted in the learning of the trained and derived relations.
  • Thumbnail Image
    PublicationOpen Access
    Using Video Modeling with Voice-over Instruction to Train Public School Staff to Implement a Preference Assessment
    (Springer Science and Business Media LLC, 2016-07-27) Bovi, Gina M. Delli; Vladescu, Jason C.; DeBar, Ruth M.; Carroll, Regina A.; Sarokoff, Randi A.
    The identification of putative reinforcers is a critical component of programming for individuals with disabilities. A multiple stimulus without replacement preference assessment is one option for identifying putative reinforcers; however, staff must be trained on the steps necessary to conduct the assessment for it to be useful in practice. This study examined the effectiveness of using video modeling with voice-over instruction (VMVO) to train two public school staff to conduct this assessment. Results demonstrate that VMVO was effective in training, producing generalized responding, maintenance, and high social validity ratings.
  • Thumbnail Image
    PublicationOpen Access
    Optimizing variables for contingency management among infant caregivers using a simulated purchase task
    (Wiley, 2025-01-10) Day‐Watkins, Jessica; Vladescu, Jason C.; Reed, Derek D.; Kaplan, Brent; Graham, Madison; Schnell‐Peskin, Lauren K.
    Behavioral economics offers a framework for understanding choice making around public health concerns such as drug use and distracted driving. Such a framework could be beneficial to understanding caregiver choices related to arranging an infant sleep environment. Nonadherence to infant sleep safety guidelines provided by the American Academy of Pediatrics increases the risk of sleep-related infant deaths. The present study adopted a willingness-to-accept purchase task procedure, used in previous research to evaluate variables that predict abstaining from consuming alcohol, to evaluate intention to adhere to recommendations for arranging a safe infant sleep environment. This analysis would inform contingency management incentive scales used to measure caregiver adherence following training caregivers to arrange an infant sleep environment and identify variables that might predict treatment engagement. The results identified incentive sizes, condition duration, and participant variables that predict caregiver adherence. The results can be applied to future investigations that train caregivers to arrange an infant sleep environment.
  • Thumbnail Image
    PublicationOpen Access
    Reinforcer Choice as an Antecedent Versus Consequence During Skill Acquisition
    (Springer Science and Business Media LLC, 2019-04-29) Gureghian, Danielle L.; Vladescu, Jason C.; Gashi, Rafaella; Campanaro, Alexandra
    Providing a choice of reinforcers is a commonly used strategy with children with autism spectrum disorder; however, less is known about the differential effectiveness and efficiency of providing choices before or after responding during acquisition tasks. Therefore, we evaluated reinforcer choice using untaught targets prior to and following responding. Results showed faster acquisition of targets in the consequence condition for 2 of 3 participants. These data provide preliminary support that providing choice prior to responding may not result in the most efficient acquisition for some individuals.
  • Thumbnail Image
    PublicationOpen Access
    Evaluation of Manualized Instruction to Train Staff to Implement a Token Economy
    (Springer Science and Business Media LLC, 2019-09-06) Gutierrez, Jennifer; Reeve, Sharon A.; Vladescu, Jason C.; DeBar, Ruth M.; Giannakakos, Antonia R.
    All components of behavioral skills training may not be necessary to effectively train staff to implement behavior-analytic technologies with children with disabilities. This study evaluated manualized instruction to train inexperienced staff to implement a token economy with a confederate and collect data on learner responding. A nonconcurrent multiple-baseline design across staff trainees was used to evaluate the effectiveness of manualized instruction to increase the staff trainees' accurate implementation of a token economy. Additionally, a modified general case analysis was conducted to identify potential child behaviors. Multiple-exemplar training of these behaviors was presented in random order during sessions. Following the use of the manualized instruction, staff trainees' accurate implementation of a token economy and data collection on confederate responding increased, the skills generalized from a confederate to a child with autism spectrum disorder, and the skills maintained 1 month following training.
  • Thumbnail Image
    PublicationOpen Access
    What’s the Big IDEA? A Preliminary Analysis of Behavior Analysts’ Self-Reported Training in and Knowledge of Federal Special Education Law
    (Springer Science and Business Media LLC, 2022-02-07) Vladescu, Jason C.; Breeman, Samantha L.; Cox, David J.; Drevon, Daniel D.
    Many behavior analysts currently work in school settings or with individuals who may qualify for educational services through federal special education law. However, it remains unclear what training, if any, behavior analysts receive in this law. Behavior analysts have an ethical responsibility to practice within their scope of competency and in compliance with legal regulations. Thus, it is important to determine whether behavior analysts practicing in the United States are adequately prepared and familiar with federal special education law. The current study consisted of a survey wherein respondents answered questions pertaining to the relevance of federal special education law, their familiarity with core terminology, and the alignment between the law and the Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board, 2016). Respondents' self-report indicates that behavior analysts hold conflicting views on how federal special education law aligns with and influences their role as service providers. As such, practitioners and agencies alike may benefit from explicit clarification of the responsibility Board Certified Behavior Analysts have to seek training in and adhere to federal special education law.
  • Thumbnail Image
    PublicationOpen Access
    A Treatment Evaluation of Successive and Simultaneous Visual Stimulus Presentation During Tact Training with Children with Autism
    (Springer Science and Business Media LLC, 2023-09-21) O’Neil, Adrienne; Sato, Sara K.; Miguel, Caio F.; Heinicke, Megan R.; Vladescu, Jason C.
    The purpose of this study was to assess whether variations in visual stimulus presentation during tact training would affect efficacy, efficiency, and the emergence of listener responses. Participants included two preschool-aged children diagnosed with autism. We implemented two teaching conditions using an adapted alternating treatment design with intrasubject replications. During successive tact training, the experimenter presented one picture per trial. During simultaneous training, the experimenter pointed to the target picture in a stimulus array. For one participant, both procedures were similarly effective and efficient. For another participant, successive tact training generated fewer errors and better efficiency results. Moreover, both formats resulted in accurate listener responding. Our results suggest that both procedures are effective, and that the simultaneous format may be a viable alternative for teaching tacts.