Vladescu, Jason

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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.

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    PublicationOpen Access
    A Scoping Review of the Healthcare and Hygiene Literature for Individuals with Intellectual and Developmental Disabilities
    (Springer Science and Business Media LLC, 2022-03-14) Jennings, Adrienne M.; Mery, Jacqueline N.; Quiroz, Leslie S.; Vladescu, Jason C.
    Objectives: Previous reviews highlight the similarities in teaching healthcare and hygiene routines to individuals with and without intellectual and developmental disabilities. Additionally, similar interventions are used when interfering behaviors occur. Although these routines are topographically distinct, there are enough similarities to suggest effective procedures for one routine may be used to inform another. This scooping review aims to identify effective teaching and intervention procedures for healthcare and hygiene routines specifically for individuals with intellectual and developmental disabilities. We also evaluated the extent to which functional analyses were conducted; a dimension not included in previous reviews. Methods: Eligible articles targeted compliance or tolerance within the context of a defined healthcare or hygiene routine as a dependent variable and used an experimental design with a demonstration of experimental control. Articles were identified through PsycINFO, PubMed, and Academic Search Premier databases. Additionally, a hand search of five related journals was conducted. Data were collected on dependent variables, functional analyses, baseline contingencies, teaching procedures, and additional experimental components. Results: A total of 52 articles met inclusion criteria. Most experiments produced positive outcomes. The findings show all experiments involved a treatment package with multiple components. The most common teaching procedures were graduated exposure and DRA. A lack of functional analyses and social validity was noted. Conclusions: Component analyses are needed to identify the most effective and efficient procedures. Pyramidal training to teach medical professionals how to provide preventative pyramidal training should be explored.
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    PublicationOpen Access
    A REVIEW OF RECENT STUDIES ON DIFFERENTIAL REINFORCEMENT DURING SKILL ACQUISITION IN EARLY INTERVENTION
    (Wiley, 2013-02-27) Vladescu, Jason C.; Kodak, Tiffany
    Although the use of differential reinforcement has been recommended in previous investigations and in early intervention curriculum manuals, few studies have evaluated the best method for providing differential reinforcement to maximize independent responding. This paper reviews previous research on the effectiveness of differential reinforcement as treatment and describes important areas of future research.
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    PublicationOpen Access
    Using Video Modeling with Voiceover Instruction Plus Feedback to Train Staff to Implement Direct Teaching Procedures
    (Springer Science and Business Media LLC, 2015-11-04) Giannakakos, Antonia R.; Vladescu, Jason C.; Kisamore, April N.; Reeve, Sharon A.
    Direct teaching procedures are often an important part of early intensive behavioral intervention for consumers with autism spectrum disorder. In the present study, a video model with voiceover (VMVO) instruction plus feedback was evaluated to train three staff trainees to implement a most-to-least direct (MTL) teaching procedure. Probes for generalization were conducted with untrained direct teaching procedures (i.e., least-to-most, prompt delay) and with an actual consumer. The results indicated that VMVO plus feedback was effective in training the staff trainees to implement the MTL procedure. Although additional feedback was required for the staff trainees to show mastery of the untrained direct teaching procedures (i.e., least-to-most and prompt delay) and with an actual consumer, moderate to high levels of generalization were observed.
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    PublicationOpen Access
    A Comparison of Video Modeling and Video Prompting by Adolescents with ASD
    (Springer Science and Business Media LLC, 2020-01-16) Thomas, Erika M.; DeBar, Ruth M.; Vladescu, Jason C.; Townsend, Dawn Buffington
    Video-based instruction has been effective in teaching a range of skills, including functional living skills, to individuals with autism spectrum disorder. Few studies have compared the efficacy and efficiency across video modality-specifically, comparing video modeling to video prompting. Consequently, practitioners have little empirical guidance when selecting between procedural variations of video-based instruction. Using an adaptive alternating-treatments design with a baseline, we evaluated the comparative effectiveness of point-of-view video modeling and video prompting on the percentage of meal preparation tasks completed correctly and on-task behavior with 4 adolescents with autism spectrum disorder. We found video modeling to be effective and efficient in the acquisition of meal preparation skills across 3 of the 4 participants. Across participants, video prompting resulted in more errors than video modeling did. Skills generalized to an untrained location and were maintained at a 3-week follow-up. Stakeholders reported procedures, goals, and outcomes as socially valid.
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    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.
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    PublicationOpen Access
    Evaluating the Emergence of Reverse Intraverbals in Children with Autism
    (Springer Science and Business Media LLC, 2014-11-21) Allan, Alicia C.; Vladescu, Jason C.; Kisamore, April N.; Reeve, Sharon A.; Sidener, Tina M.
    Verbal behavior plays a fundamental role in the development of complex social and communication skills. Many children diagnosed with autism spectrum disorder exhibit profound deficiencies in intraverbal repertoires and the development of social relationships. Recent studies that investigated the effects of intraverbal training on the emergence of reverse intraverbals produced mixed results (e.g., Perez-Gonzalez et al., Journal of Applied Behavior Analysis 40:697-701, 2007)). In the current study, a multiple-probe design across four participants with autism was used to evaluate the effects of intraverbal training on the emergence of reverse intraverbals. Intraverbal training consisted of multiple exemplars taught concurrently, bidirectional stimulus-response teaching formats, general case analysis, reinforcement, and a constant prompt delay (CPD) procedure. Participants were trained on intraverbal targets and probes were conducted to assess emergence of untaught reverse intraverbals. Three participants demonstrated the emergence of reverse intraverbals as a result of the intraverbal training procedures. Social validity and maintenance of target responses and emergent reverse intraverbals were assessed.
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    PublicationEmbargo
    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.
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    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.
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    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.
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    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.