Validating social reinforcer classes for low-severity challenging behavior identified by sensitivity tests.

Behavior analysts typically assess and treat challenging behavior after it occurs regularly and at high severity. Although effective, this reactive approach is quite costly and resource intensive. A growing literature supports an alternative preventive approach; the first step involves conducting sensitivity tests to screen the topographies and functions of low-severity behavior evoked by establishing operations commonly included in challenging behavior research (e.

Effectiveness of video self-monitoring for training and maintaining procedural fidelity during covert observations.

Previous research has shown that low procedural fidelity can lead to decreased effectiveness and efficiency of skill acquisition during discrete-trial instruction. Previous research has also found that procedural fidelity may be substantially lower when a supervisor is not present to observe the session. Finding a socially acceptable, effective, and efficient method to increase and maintain high levels of staff members' procedural fidelity during covert observations is critical in the clinic setting.

Systematic Review of Differential Reinforcement in Skill Acquisition.

The purpose of this article was to review and summarize the literature investigating the impact of differential reinforcement on skill acquisition. Researchers synthesized data from 10 articles across the following categories: (1) participant characteristics; (2) setting; (3) reinforcement procedures; (4) within-subject replication; (5) results; and (6) secondary measures (e.g.

Procedural Fidelity Reporting in from 2007-2021.

Procedural fidelity refers to the degree to which procedures for an assessment or intervention (i.e., independent variables) are implemented consistent with the prescribed protocols.

Exploring factors that influence the efficacy of functional communication training.

Understanding factors that influence the efficacy of functional communication training has both practical and conceptual benefits. The current study extended research in this area by exploring data from 95 consecutive applications of functional communication training with extinction across two independent clinics. We selected candidate predictor variables based on conceptual analysis, conducted preliminary exploratory analyses, and then selectively applied quantitative methods that are used in precision medicine to examine their accuracy and predictive utility.

Retrospective consecutive controlled case series of outcomes for functional analyses of severe destructive behavior.

Functional analysis methods allow clinicians to determine the variable(s) that maintain destructive behavior. Previous reviews of functional analysis outcomes have included large samples of published and unpublished data sets (i.e.

Facilitating the emergence of intraverbal tacts by autistic children via joint control.

Rodriguez et al. (2022) discovered that teaching four component skills was sufficient to facilitate the emergence of intraverbal tacts across four applications with three participants. Our study replicated and evaluated an extension of this procedure that was directed at facilitating intraverbal tacts when a child learns the component skills but continues to fail to produce intraverbal tacts.

Cultural Responsiveness in Behavior Analysis: Provider and Recipient Perceptions in Ontario.

Unlabelled: Cultural responsiveness is critical to providing high-quality behavior analytic services, particularly when providers and recipients have different cultural backgrounds. The purpose of this study was to systematically replicate and extend (Beaulieu et al. (2019) Behavior Analysis in Practice, 12(3), 557-575) by investigating the diversity among applied behavior analysis (ABA) service providers and service recipients in Ontario, service providers' training and experiences in working with diverse families, and service providers' and recipients' perceptions of behavior analysts' cultural responsiveness in practice.

A concise review of the correspondence between the traditional functional analysis and alternative assessment formats.

The functional assessment of challenging behavior (e.g., self-injurious behavior) has evolved over many years of research and practice.

Evaluating the efficacy and generality of a skill-based approach for promoting universal behavioral readiness.

Behavioral readiness can take the form of communication and self-control skills during challenging situations that are correlated with the development of problem behavior. A skill-based approach can teach behavioral readiness using procedures that involve synthesized reinforcement, probabilistic reinforcement, and contingency-based delays; however, this approach is commonly used to address severe behavior under specific situations. There is limited research evaluating a skill-based approach to teaching behavioral readiness and addressing emerging problem behavior.

S: The Missing Discriminative Stimulus for Non-Punishment.

As the natural science of behavior evolves, the use of precise terminology is critical to maintain its conceptual and terminological integrity. The current state of terminology in stimulus control is well developed with respect to reinforcement and incomplete with respect to punishment. In this paper, we aim to make the case that the current conceptualization for discriminative stimulus control in relation to punishment would be enhanced by modifying the definition of the discriminative stimulus for punishment (S) and by adding a new term to the current taxonomy that denotes when a punishment contingency is inactive.

Operant ABA renewal during dense and lean schedules of differential reinforcement.

Renewal is a type of relapse that occurs due to a change in context. Previous research has demonstrated that renewal of target responding may occur despite the availability of differential reinforcement for an alternative response (DRA). Nevertheless, the current literature on renewal presents mixed findings regarding the effects of dense and lean schedules of DRA on the magnitude of renewal.

Functional analysis of problem behavior: A 40-year review.

Extensive reviews of functional analysis literature were conducted 10 (Beavers et al., 2013) and 20 (Hanley et al., 2003) years ago; we expanded this review to capture the vast and innovative functional analysis research that has occurred over the past decade.

Developing and Delivering Behavioral Interventions Through Telehealth.

This special issue on telehealth in features 10 studies related to developing and delivering behavioral interventions through telehealth. The studies in this issue cover a variety of topics including using telehealth to train caregivers, training clinicians to use telehealth, and directly implementing interventions or assessments through telehealth. The special issue concludes with a comprehensive literature review examining variables that impact the effectiveness of telehealth as a service-delivery tool.

Toward an explicit technology of ecological validity.

Ecological validity refers to how closely an experiment aligns with real-world phenomena. In applied behavioral research, ecological validity may guide decisions about experimental settings, stimuli, people, and other design features. However, inconsistent use of the term ecological validity in the published literature has led to a somewhat disjointed technology.

Effects of Tier 1 Class-Wide Function-Related Intervention Teams (CW-FIT) on On-task Group Behavior in a Preschool Classroom.

Disruptive behaviors such as elopement, calling-out, and aggression are often a major barrier to instruction in preschool classrooms. One widely used class-wide behavior management system is Class-Wide Function-Related Intervention Teams (CW-FIT). To date, we could only locate two studies on CW-FIT used in preschool settings which found a therapeutic change in on-task behavior as well rates of teacher praise, teacher reprimands, student socials skills, and student problem behaviors.

Evaluation of a Telehealth Training Package to Remotely Teach Caregivers to Conduct Discrete-Trial Instruction.

The present study evaluated the effectiveness of using telehealth technologies to remotely train caregivers of children with ASD to conduct discrete-trial instruction (DTI). We used a multiple-baseline-across-participants design to evaluate caregiver correct implementation of the DTI procedures and child emission of independent correct tacts as dependent measures. We observed robust and immediate improvements for all three caregivers and two of three children.

Increasing young children's honest reports and decreasing their transgressions.

Young children break rules (i.e., transgress) and then lie about those transgressions.

The beginning of a friendship: Teaching individuals with autism to identify shared interests.

Individuals with conversation skill deficits often have difficulties discriminating cues of interest and uninterest from their conversation partner(s). We used behavioral skills training (BST) to teach 3 individuals with autism spectrum disorder to converse about the conversation partner's topics of interest, initiate strategic preferred topics to identify shared interests after indices of uninterest, and end the conversation. We assessed generality of each skill across conversation partners and ratings of social acceptability.

Evaluating the Use of Video Modeling With Voiceover Instructions to Train Therapists to Deliver Caregiver Training Through Telehealth.

Caregiver training is an important component of behavioral intervention; however, many barriers exist for in-person training. Alternatively, behavioral therapists may use telehealth as a service delivery method. To effectively train caregivers through telehealth, therapists should receive explicit training, but there has been limited research on effective methods for teaching this skill.

Comparing Matrix-Training Procedures with Children with Autism Spectrum Disorder.

Recombinative generalization is the production of responses in the presence of novel combinations of known components. For example, after learning "red triangle" and "blue square," recombinative generalization is observed when a child can tact "red square" and "blue triangle." Recombinative generalization can emerge from a history of matrix training, which involves carefully selecting and arranging stimuli and responses along at least two axes and training a subset of responses.

Training supervisors to provide performance feedback using video modeling with voiceover instructions: A replication.

Performance feedback is an effective strategy to improve and maintain therapist performance with implementing interventions. Shuler and Carroll (2019) successfully used video modeling with voiceover instructions (VMVO) to train supervisors to provide accurate performance feedback to a confederate therapist implementing guided compliance. In Study 1, we replicated Shuler and Carroll by using VMVO to train 5 supervisors to provide performance feedback to a confederate therapist on their guided-compliance integrity.

Assessing the Effects of Observational Conditioning and Response-Contingent Pairing on the Vocalizations of Children With Autism Spectrum Disorder.

Children with autism spectrum disorder (ASD) often display impairments in communication, such as limited echoic behavior, few vocal-verbal responses, and a lack of functional communication. One potential way to foster the acquisition of vocal responses in individuals with disabilities is by conditioning vocalizations as reinforcers. Conditioning procedures include stimulus-stimulus pairing, response-contingent pairing (RCP), operant discrimination training, and observational conditioning (OC).

Empirically Deriving Omission and Commission Errors for Relapse Tests: A Demonstration of Reverse Translation.

Most studies examine treatment relapse by programming contextual changes with perfect treatment integrity or with omission errors in the absence of a context change (i.e., all alternative responses placed on extinction).

Facilitating the emergence of intraverbal tacts in children with autism spectrum disorder: A preliminary analysis.

Intraverbal tacts are an example of multiply controlled verbal behavior. More specifically, they are verbal responses under control of both a nonverbal (visual) stimulus (e.g.