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Article 1: Middleton, J. (2011). The test of time - Neuropsychological approaches to children: Towards a developmental neuropsychology (Fletcher & Taylor). Clinical Child Psychology and Psychiatry, 16(2), 247-251.

Learning Objective: 2.3
How does the asset support this Learning Objective? The article discusses Fletcher & Taylors neuropsychological model of development.

Summary: Judith Middleton discusses the impact of Fletcher and Taylor’s publication on the neuropsychological model of development. The author considers the impact on thinking and consequently clinical practice in the United Kingdom. Fletcher and Taylor’s main frameworks and four main limitations of neuropsychological inference in children is outlined.

Questions to Consider:

1. What are the main frameworks for considering the neuropsychological approach to children?
2. What are the four main limitations of neuropsychological inference in children?
3. How is neuropsychology applied to clinical practice?
    

Article 2: Dunlap, G., Carr, E. G., Horner, R. H., Zarcone, J. R., & Schwartz, I.  (2008). Positive behavior support and applied behavior analysis. Behavior Modification, 32(5), 682-698.

Learning Objective: 2.2
How does the asset support this Learning Objective? The article discusses a modern application of operant conditioning through positive behavior support (PBS) and applied behavior analysis (ABA).

Summary: Positive behavior support (PBS) emerged in the mid-1980s as an approach for understanding and addressing problem behaviors. PBS was derived primarily from applied behavior analysis (ABA). Over time, however, PBS research and practice has incorporated evaluative methods, assessment and intervention procedures, and conceptual perspectives associated with a number of additional disciplines. Recently, there has been some confusion regarding the definition of PBS and, in particular, its relationship to ABA. In this article, it was noted that the practice of PBS and ABA, in some instances, can be indistinguishable but that important differences in definitions and emphases mandate an explicit distinction. The purpose of this article is to address some of the key points of confusion, identify areas of overlap and distinction, and facilitate a constructive and collegial dialog between proponents of the PBS and ABA perspectives.

Questions to Consider:

1. What is positive behavior support (PBS)? What is applied behavior analysis (ABA)?
2. How are PBS and ABA related?
3. What theoretical perspectives are consistent with PBS and ABA (in addition to behaviorism and operant conditioning)?