Comparing Simultaneous and Sequential Food Presentation to Increase Consumption of Novel Target Foods.

Two methods of food presentation (simultaneous and sequential) were compared in an adapted alternating treatment design to determine effects on consumption of target foods for three children with autism in a school setting. Preferred and nonpreferred target foods were nominated by parents, and consumption of reported preferred and nonpreferred foods was directly tested. Preferred and nonpreferred foods were then paired together and assigned to one of two conditions.

Training Graduate Students to Enter Fieldwork Data Using Asynchronous Online Instruction.

The curr ent study aimed to evaluate the effects of asynchronous online instruction on correct fieldwork data entry for graduate students in behavior analysis preparing to sit for the BACB exam. Previous research has been conducted on using synchronous instructional methods to teach fieldwork data entry. To our knowledge, this is the first examination of a completely asynchronous approach to teaching the new Behavior Analysis Certification Board (BACB) fieldwork requirements (BACB, 2020a).

Teaching Joint Attention: Assessing Generalization and Maintenance of Effects using Multiple Exemplar Training.

The purpose of the present study was to evaluate the effects of multiple exemplar training and social reinforcement on the maintenance and generalization of joint attention initiations across toy classes. Three children with autism spectrum disorder (ASD) participated. After analyzing samples of joint attention initiations from neurotypical peers, a composite score was developed and used to evaluate joint attention initiations of the children with ASD.

Teaching Graduate Students to Identify and Adhere to Practicum Requirements.

A critical component of becoming eligible to sit for the Behavior Analyst Certification Board (BACB) exam is the completion of fieldwork experience hours according to the BACB (2018). The accrual of experience hours must meet stringent criteria and is strongly recommended to be documented using the BACB Fieldwork Tracker. Thirteen graduate students in behavior analysis were taught to enter data into the BACB Fieldwork Tracker using mock fieldwork scenarios.

Mitigating Racial Inequity by Addressing Racism in the Criminal Justice System: A Behavior Analytic Approach.

Racial inequity in the U.S. criminal justice system is a long-standing problem that has recently garnered international attention.

Using Gamification to Promote Accurate Data Entry of Practicum Experience Hours in Graduate Students.

The current study evaluated the effects of a gamified package intervention on the accurate data entry of practicum experience hours by 15 behavior analysis graduate students at a small private university. The gamified intervention (Practicum Slayer) included feedback, added reinforcement in the form of points to access putative primary reinforcement, badges, and thematic enhancement. We compared this intervention to a feedback-only condition using a multiple-baseline design across classes.

Assessing progress and outcome of early intensive behavioral intervention for toddlers with autism.

Intensive behavioral intervention for young children diagnosed with autism can produce large gains in social, cognitive, and language development. Although several studies have identified behaviors that are possible indicators of best outcome, changes in performance are typically measured using norm-referenced standardized scores referencing overall functioning level rather than via repeated observational measures of autism-specific deficits (i.e.

Persistence during extinction: examining the effects of continuous and intermittent reinforcement on problem behavior.

This study examined behavioral persistence during extinction following continuous or intermittent reinforcement in the context of an analogue functional analysis of problem behavior. Participants were 4 children who had been diagnosed with an autism spectrum disorder and who engaged in problem behavior maintained by social reinforcement. Experimental sessions included 4 successive 5-min components: no social interaction, continuous or intermittent reinforcement for problem behavior (alternating across sessions), extinction, and no social interaction.

Resistance to disruption in a classroom setting.

Substantial experimental evidence indicates that behavior reinforced on a denser schedule is more resistant to disruption than is behavior reinforced on a thinner schedule. The present experiment studied resistance to disruption in a natural educational environment. Responding during familiar activities was reinforced on a multiple variable-interval (VI) 7-s VI 30-s schedule for 6 participants with developmental disabilities.