Recent reviews of behavior analytic journals suggest that participant demographics are inadequately described. These reviews have been limited to brief periods across several journals, emphasized specific variables (e.g.
View Article and Find Full Text PDFProcedural extinction is sometimes associated with a temporary increase in responding known as an extinction burst. Extinction bursts present unique challenges in the context of treating behavior targeted for reduction. The present study updates the prevalence of extinction bursts using a clinical sample (N = 108) receiving treatment for targeted behavior.
View Article and Find Full Text PDFThe effectiveness of an intervention is tied to the degree to which a program is implemented as described and the behavior analyst's ability to individualize the program based on client-specific factors. LeBlanc et al. (2020) found that training clinicians to use enhanced data sheets, which represent both the antecedent and response, resulted in greater procedural integrity when compared to standard data sheets.
View Article and Find Full Text PDFIn simultaneous prompting procedures, an immediate (i.e., 0-s) prompt is presented during all training trials, and transfer to the target discriminative condition is assessed during daily probes.
View Article and Find Full Text PDFWe conducted a component analysis of skill acquisition consequences for correct and incorrect responses. In the learn unit (LU) condition, researchers praised correct responses and implemented a correction procedure contingent on incorrect responses. In the praise-only-for-correct-responses (PC) condition, researchers delivered contingent praise for correct responses and ignored incorrect responses.
View Article and Find Full Text PDFSimultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabilities. The current study compared simultaneous prompting and constant prompt delay procedures on the acquisition of simple listener responses for a 4-year-old male with Down syndrome.
View Article and Find Full Text PDFUnlabelled: The presentation of non-target stimuli during trial-based instruction is known as instructive feedback. Previous research on instructive feedback has shown that learners with developmental disabilities may acquire these additional (i.e.
View Article and Find Full Text PDFAnal Verbal Behav
December 2022
Control by compound antecedent stimuli in verbal behavior represents an understudied but promising area of research. To date, reference to compound verbal stimulus control has generally only included descriptions of convergent multiple control. A sizeable experimental literature exists on the topic of compound stimulus control, which differs from convergent multiple control in that the stimulus elements often do not have a prior conditioning history (i.
View Article and Find Full Text PDFSupervised fieldwork is a critical component in the training of future behavior analysts. A growing body of literature describes best practices in behavior-analytic supervision, yet the trainee is rarely referenced. Additional resources delineating the expectations and suggested practices of the trainee are warranted.
View Article and Find Full Text PDFA recent tutorial by Cummings and Saunders (, , 483-490, 2019) described methods to arrange match-to-sample tasks using PowerPoint on laptops with touch screens. Similar paradigms may be used on tablet-based systems such as the iPad. Because iPads may be commonly used by behavior-analytic practitioners, modifications to the procedures described by Cummings and Saunders (2019) may facilitate the successful use of these systems in treatment programs.
View Article and Find Full Text PDFPreference for augmentative or alternative communication (AAC) systems has received growing interest in work with individuals with developmental disabilities. An individual may choose a modality based on technological (e.g.
View Article and Find Full Text PDFDifferential reinforcement of a target response is a necessary component of stimulus control transfer procedures. Recent research has further considered the timing (i.e.
View Article and Find Full Text PDFRecent articles by the editorial board of (TAVB) include calls for greater integration, collaboration, and inclusion. In so doing, it may be helpful to consider TAVB's current reach. Previously, Petursdottir, Peterson, and Peters (, 109-121, 2009) described the number of citations of articles published in TAVB from 1983 to 2007.
View Article and Find Full Text PDFResponding by individuals in groups has been a prominent interest of the field of psychology. Experimental analyses of human behavior have provided some unique findings of the role that the environment, including both social and nonsocial stimuli, may have on individual responding. Cooperative and competitive contingencies, previously evaluated in animal and human operant research, provide unique insight into applied interventions, in particular group contingencies.
View Article and Find Full Text PDFThe adapted alternating treatments design is a commonly used experimental design in skill acquisition research. This design allows for the evaluation of two or more independent variables on responding to unique target sets. Equating target sets is necessary to ensure a valid comparison of the independent variables.
View Article and Find Full Text PDFPurpose: Previous research has identified termination of interruptions to repetitive behaviour as a reinforcer capable of maintaining problem behaviour. Effective treatments have included functional communication training and multiple schedules of reinforcement.
Methods: In the present study, a functional analysis determined that the aggression of an eight-year-old boy with autism spectrum disorder was maintained by termination of interruptions of repetitive behaviour.
We report the feasibility and preliminary efficacy of a structured behavioral intervention with a sample of minimally verbal girls with autism spectrum disorder between the ages of 2 and 6 years old. Ten participants with no functional vocal behavior were randomized to a 4-week behavioral intervention or waitlist control group. Caregivers reported child communicative repertoires at pre- and post-randomization assessments.
View Article and Find Full Text PDFError correction procedures are remedial strategies presented following an incorrect response that increases the probability that a correct response will occur in the future. Error correction is commonly used during skill acquisition programs for children with developmental disabilities; however, the specific strategy used may differ considerably. Recent comparative studies have examined the effect of numerous error correction procedures on the efficiency of acquisition for children with developmental disabilities.
View Article and Find Full Text PDFThe present investigation examined special education teachers' selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers' classrooms.
View Article and Find Full Text PDFIt has been suggested that reinforcing problem behavior during functional analyses (FAs) may raise ethical questions, such as resulting in an increase in problem behavior outside of FA sessions. The current translational study assessed whether conducting an FA resulted in increases in problem behavior outside of the FA setting for six participants using a nonconcurrent multiple baseline across participants design. The rate of problem behavior was measured outside the FA setting prior to and during an FA.
View Article and Find Full Text PDFDeficits in reporting past behavior may have implications for a child's social development and safety. Behavioral interpretations of memory and research on do/say correspondence provide valuable strategies to teach reporting past behavior when deficits are observed. The current study examined procedures to teach accurate reporting of past behavior following a delay for two children diagnosed with autism.
View Article and Find Full Text PDFLow levels of academic engagement may impede students' acquisition of skills. Intervening on student behavior using group contingencies may be a feasible way to increase academic engagement during group instruction. The current study examined the effect of a randomized dependent group contingency on levels of academic engagement for second-grade participants receiving small-group reading and writing instruction.
View Article and Find Full Text PDFWe replicated and extended the study by Koegel, Dunlap, and Dyer (1980) by examining the effects of 3 intertrial-interval (ITI) durations on skill acquisition in 2 children with autism spectrum disorders. Specifically, we compared the effect of short (2 s), progressive (2 s to 20 s), and long (20 s) ITIs on participants' mastery of tacts or intraverbals presented in massed-trial and varied-trial instructional formats. We also measured (a) stereotypic and problem behavior during the ITI, (b) maintenance of skills, and (c) responding to novel adults and settings.
View Article and Find Full Text PDFPrior research shows that learners have idiosyncratic responses to error-correction procedures during instruction. Thus, assessments that identify error-correction strategies to include in instruction can aid practitioners in selecting individualized, efficacious, and efficient interventions. The current investigation conducted an assessment to compare 5 error-correction procedures that have been evaluated in the extant literature and are common in instructional practice for children with autism spectrum disorder (ASD).
View Article and Find Full Text PDFMiddle school students with emotional and behavioral disorders are at risk for myriad negative outcomes. Transitioning between schools may increase risk for students being reintegrated into their neighborhood school. The current study seeks to inform supports for students and their families during these transitions.
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