The Effects of Jargon on School-Based Consultation

Abstract

Behavior analysts trained in applied behavior analysis (ABA) often use specific terminology and jargon when describing and implementing behavioral interventions. However, the use of jargon may be confusing to individuals without similar training, which could be a hindrance to successful interdisciplinary work, such as in consultation with schoolteachers. Therefore, a three-phase study was conducted with schoolteachers to test the effects of jargon using a within-subjects design. The first phase was a survey in which participants watched videos of behavioral interventions described in technical or non-technical language and selected the therapist with whom they would rather work. The second phase employed an alternating treatments design in which technical and non-technical descriptions were alternated and participants recalled what they had read. During the third phase, treatment fidelity was assessed by having participants implement both a technical intervention and a non-technical intervention with a confederate. Results indicated that participants without prior experience with a behavior analyst were more likely to prefer a therapist who used non-technical language. Additionally, participants correctly recalled and implemented more components of an intervention when it was written without jargon. This suggests that behavior analysts should avoid using jargon when consulting with teachers who are unfamiliar with behavioral principles.