A scientist-practitioner model, which can also be termed as the practitioner model, encourages research techniques training and using researched data to solve clinical difficulties. The practitioner model is fundamental in the discipline of applied behavior analysis. The model gives those practicing the ability to identify successful treatments and innovate treatment policies, when the evidence-based approach is unavailable, and use them for successful clinical research. The role of this model is to raise scientific growth in the field of clinical therapy.
The scientist model was developed to oversee graduates during clinical therapy training activities. The aim is to develop professionals who accept the model during clinical events. The practitioner model insinuates a relationship between practice and research in many ways. The relations include competence in recent research results where the practitioner consumes the literature and also employing the method in designing and evaluating clinical records. It also involves participating actively in research by designing, implementing, and disseminating applied research (Tristram & Suzannah, 2015).
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Training with the practitioner model will lead to the production of overwhelming clinical outcomes. The data generated from the productivity of research provide a description of a current trend that can guide more exploration of the useful association of clinical practice and training activities (Weiss, 2018).The model has proved to work in the treatment of social-communication abilities related to autism. Applied behavior analysis applies the principles of learning to train behavior that is significant socially in actual-life situations. For illustrations, if rewards or reinforcements precede practices, the action is highly likely to happen again. Negative behavior, which is unintentionally strengthened, applies too. The adult interference addresses social-skills, cognition, communication, imitation, self-management, number, letter, and matching ideas.
References
Weiss, M.J. (2018). The Concept of the Scientist-Practitioner and Its Extension to Behavior Analysis. Education and Treatment of Children 41(3), 385-394. doi:10.1353/etc.2018.0021.
Tristram S. & Suzannah L. (2015). Evidence Base Update for Autism Spectrum Disorder. Journal of Clinical Child & Adolescent Psychology. Vol 44, Issue 6, 897-922.
