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Journal of applied behavior analysis最新文献

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Reducing social media use via contingency management: A replication and extension 通过应急管理减少社交媒体的使用：复制和扩展。
IF 3 2区 心理学
Journal of applied behavior analysis Pub Date : 2026-04-07 DOI: 10.1002/jaba.70061
Dilara Olgun, Meghan A. Deshais, SungWoo Kahng, Robert H. LaRue
{"title":"Reducing social media use via contingency management: A replication and extension","authors":"Dilara Olgun,&nbsp;Meghan A. Deshais,&nbsp;SungWoo Kahng,&nbsp;Robert H. LaRue","doi":"10.1002/jaba.70061","DOIUrl":"10.1002/jaba.70061","url":null,"abstract":"<p>Public health concerns about social media use (SMU) have generated interest in the development of interventions capable of reducing SMU. In this study, we replicated and extended Stinson and Dallery (2023) by evaluating the effects of a contingency management with alternative activity selection intervention on SMU and engagement in alternative activities with four college students. Results from the current study replicate the findings of Stinson and Dallery. Reductions in SMU were observed, but no discernable influence on engagement in alternative activities occurred during the intervention phase. We extended prior work by objectively measuring participant engagement in alternative activities and measuring participant SMU using data collection procedures that potentially improve the accuracy and reliability of SMU measurement.</p><p>Limitations of the current study and directions for future research are discussed including the maintenance and generality of contingency management interventions for SMU and considerations for large-scale implementation.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"59 2","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13055119/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147628038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A functional approach to social media assessment: Initial psychometric evaluation of the Social Media Use Functional Assessment. 社交媒体评估的功能方法：社交媒体使用功能评估的初步心理测量评估。
IF 3 2区 心理学
Journal of applied behavior analysis Pub Date : 2026-04-01 DOI: 10.1002/jaba.70062
Albert Malkin, Mark J Rzeszutek, Aly Moscovitz, Kristina Axenova, Erin Walker, Amanpreet Randhawa, Karl F Gunnarsson
{"title":"A functional approach to social media assessment: Initial psychometric evaluation of the Social Media Use Functional Assessment.","authors":"Albert Malkin, Mark J Rzeszutek, Aly Moscovitz, Kristina Axenova, Erin Walker, Amanpreet Randhawa, Karl F Gunnarsson","doi":"10.1002/jaba.70062","DOIUrl":"10.1002/jaba.70062","url":null,"abstract":"<p><p>To establish a behavioral framework for understanding social media use, we assessed the validity of the Social Media Use Functional Assessment (SMUFA), a survey instrument assessing functional categories of use (i.e., attention, escape, sensory, and tangible). Participants included 357 university students. We conducted exploratory and confirmatory factor analyses, and after reducing items, a three-factor model (attention, escape, and sensory and tangible) identified a good fit. We also examined associations between the SMUFA and two other established social media scales. Total SMUFA scores generally correlated with the Social Media Disorder Scale (r = .48) and the Bergen Social Media Addiction Scale (r = .66) and had a weaker correlation with the Social Media Engagement Questionnaire (r = .31). Practical and conceptual issues related to assessing problematic social media use are discussed.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"59 2","pages":"e70062"},"PeriodicalIF":3.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13082183/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147690472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Correction to "Comparing interteaching and discussion forums in an asynchronous online classroom: A replication". 更正“比较异步在线课堂的互动式教学和讨论论坛：复制”。
IF 3 2区 心理学
Journal of applied behavior analysis Pub Date : 2026-04-01 DOI: 10.1002/jaba.70063
{"title":"Correction to \"Comparing interteaching and discussion forums in an asynchronous online classroom: A replication\".","authors":"","doi":"10.1002/jaba.70063","DOIUrl":"https://doi.org/10.1002/jaba.70063","url":null,"abstract":"","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"59 2","pages":"e70063"},"PeriodicalIF":3.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147722775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Comparing interteaching and discussion forums in an asynchronous online classroom: A replication 异步在线课堂中互动式教学与讨论论坛的比较：复制。
IF 3 2区 心理学
Journal of applied behavior analysis Pub Date : 2026-03-30 DOI: 10.1002/jaba.70060
Sacha K. G. Shaw, Jennifer L. Posey, Thomas Zane, Robert F. Putnam, Alice Shillingsburg, Mary Jane Weiss
{"title":"Comparing interteaching and discussion forums in an asynchronous online classroom: A replication","authors":"Sacha K. G. Shaw,&nbsp;Jennifer L. Posey,&nbsp;Thomas Zane,&nbsp;Robert F. Putnam,&nbsp;Alice Shillingsburg,&nbsp;Mary Jane Weiss","doi":"10.1002/jaba.70060","DOIUrl":"10.1002/jaba.70060","url":null,"abstract":"<p>This study replicated Shaw et al. (2024) by comparing quiz and assignment scores in interteaching and discussion forum conditions using an alternating-treatments design. Five graduate students in an asynchronous course participated. Variations from Shaw et al. included (a) the inclusion or revision of interteaching components, (b) alternative measures of generality, and (c) social validity data. Participants scored higher on quizzes in the interteaching condition (<i>M</i> = 93%) than in the discussion forum condition (<i>M</i> = 72%). Mean quiz scores were analyzed using a paired-sample <i>t</i> test, which indicated statistically significant differences between the two conditions, <i>t</i>(24) = 5.80, <i>p</i> &lt; .0001 (two-tailed), with a substantial effect size of partial η<sup>2</sup> = 0.58. Interteaching did not have a significant effect on project scores. Most participants (80%) favored interteaching. The discussion identifies multiple treatment interference as a potential limitation and explores the implications of the results for graduate coursework in applied behavior analysis.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"59 2","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147574209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching children with autism to challenge lies while playing board games 教自闭症儿童在玩棋盘游戏时挑战谎言。
IF 3 2区 心理学
Journal of applied behavior analysis Pub Date : 2026-03-23 DOI: 10.1002/jaba.70059
Zeinab Hedroj, Catalina N. Rey, Michael Passage, Paige O'Neill
{"title":"Teaching children with autism to challenge lies while playing board games","authors":"Zeinab Hedroj,&nbsp;Catalina N. Rey,&nbsp;Michael Passage,&nbsp;Paige O'Neill","doi":"10.1002/jaba.70059","DOIUrl":"10.1002/jaba.70059","url":null,"abstract":"<p>Children with autism may have difficulties identifying and responding to lies, which can leave them vulnerable to manipulation and exploitation. Ranick et al. (2013) described efficacious procedures for teaching children with autism to identify deceptive statements. We replicated Ranick et al. with procedural modifications that included incorporating naturalistic differential reinforcement baselines, evaluating for faulty stimulus control, and including naturalistic probes in training. The treatment package consisted of multiple-exemplar training while the investigator and the participant played board games. Three boys between the ages of 6 and 9 years, diagnosed with autism, were presented with five trained deceptive statements and five probe deceptive statements. All three participants learned to challenge deceptive statements and distinguish them from nondeceptive statements, and all three maintained the skill after 1 month and generalized to novel deceivers.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"59 2","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147499017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evaluating tact instruction in two languages for bilingual children with autism spectrum disorder 评估双语儿童自闭症谱系障碍的两种语言机智教学。
IF 3 2区 心理学
Journal of applied behavior analysis Pub Date : 2026-03-09 DOI: 10.1002/jaba.70058
Xuehua Zhao, Mirela Cengher, Tianjiao Li, Mariéle Diniz Cortez, Caio F. Miguel
{"title":"Evaluating tact instruction in two languages for bilingual children with autism spectrum disorder","authors":"Xuehua Zhao,&nbsp;Mirela Cengher,&nbsp;Tianjiao Li,&nbsp;Mariéle Diniz Cortez,&nbsp;Caio F. Miguel","doi":"10.1002/jaba.70058","DOIUrl":"10.1002/jaba.70058","url":null,"abstract":"<p>Bilingual individuals can acquire two languages simultaneously or sequentially. Study 1 examined the effects of simultaneous instruction (introducing tacts in both languages at the same time) and sequential instruction (introducing tacts in English, followed by a second language after mastery) with four children with autism. Both instructional procedures were effective, but simultaneous instruction promoted better conditional discriminations between the two languages than sequential instruction. Study 2 compared monolingual with bilingual (sequential) instruction with three participants. Teaching tacts in a single language was substantially more efficient than teaching tacts in two languages for all participants. As in Study 1, participants required additional simultaneous teaching after mastering sequentially taught targets to establish conditional discriminations, whereas monolingual instruction required no additional teaching. These results indicate that monolingual instruction is more efficient than sequential bilingual instruction, although sequential bilingual teaching can still be effective. The findings have important implications for designing bilingual instruction.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"59 2","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147390107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching self-advocacy skills to direct care staff 向直接护理人员传授自我辩护技巧。
IF 3 2区 心理学
Journal of applied behavior analysis Pub Date : 2026-02-11 DOI: 10.1002/jaba.70056
J Turner B. Braren, Florence D. DiGennaro Reed, Hanna Vance, Grace E. Bartle, Eliza J. Goben, Matthew M. Laske, Sandra A. Ruby, Tyra P. Sellers
{"title":"Teaching self-advocacy skills to direct care staff","authors":"J Turner B. Braren,&nbsp;Florence D. DiGennaro Reed,&nbsp;Hanna Vance,&nbsp;Grace E. Bartle,&nbsp;Eliza J. Goben,&nbsp;Matthew M. Laske,&nbsp;Sandra A. Ruby,&nbsp;Tyra P. Sellers","doi":"10.1002/jaba.70056","DOIUrl":"10.1002/jaba.70056","url":null,"abstract":"<p>This study evaluated the effects of a single training on the self-advocacy skills of five direct care staff working in a human service organization. A nonconcurrent multiple-baseline design across participants was used to evaluate the effects of a video-based behavioral skills training package. Participants received training on how to self-advocate in the context of two types of supervisor responses: (1) A supervisor responds positively to an employee's issue but does not provide a solution and (2) a supervisor responds negatively to an employee's issue but provides a solution. Results showed that the training increased self-advocacy accuracy to mastery levels during one target condition for all five participants and during both target conditions for three participants. In addition, all participants' self-advocacy skills generalized to two untrained types of supervisor responses. Participants reported moderate to high levels of satisfaction with the training procedures.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"59 2","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146165474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Renewal of challenging behavior in an intensive outpatient clinic: Replication and extension to task changes 强化门诊挑战行为的更新：任务变化的复制和延伸。
IF 3 2区 心理学
Journal of applied behavior analysis Pub Date : 2026-02-11 DOI: 10.1002/jaba.70057
Ishita Aggarwal, Matthew J. O'Brien, Alexander M. Pauls, Sara R. Jeglum, Christopher T. Franck, Carla N. Martinez-Perez, Christopher A. Podlesnik
{"title":"Renewal of challenging behavior in an intensive outpatient clinic: Replication and extension to task changes","authors":"Ishita Aggarwal,&nbsp;Matthew J. O'Brien,&nbsp;Alexander M. Pauls,&nbsp;Sara R. Jeglum,&nbsp;Christopher T. Franck,&nbsp;Carla N. Martinez-Perez,&nbsp;Christopher A. Podlesnik","doi":"10.1002/jaba.70057","DOIUrl":"10.1002/jaba.70057","url":null,"abstract":"<p>Retrospective analyses have shown that renewal of challenging behavior following person or setting changes is common. This study replicates and extends prior work by evaluating renewal after a third type of context change: task changes. Among 98 patients in an intensive outpatient clinic who experienced 749 context changes, overall renewal prevalence was 25.23% using a max-of-5 criterion (39.79% using a mean-of-2 criterion), consistent with prior reports across this large sample. Of the 63 patients who experienced at least one task change, 36 (57.14%) exhibited renewal. Task changes produced higher renewal rates than person or setting changes across criteria, but differences were not statistically significant. Renewal magnitude generally declined across sessions; however, challenging behavior rarely returned to prechange levels, even after five sessions. Findings highlight the broader range of contextual variables that may evoke renewal and the need for strategies to reduce its intensity and persistence during treatment.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"59 2","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12895135/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146165512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Component analysis of a self-monitoring intervention for increasing task engagement for individuals with developmental disabilities 自我监控干预提高发展性残疾个体任务投入的成分分析。
IF 3 2区 心理学
Journal of applied behavior analysis Pub Date : 2026-02-06 DOI: 10.1002/jaba.70053
Erin Leif, Eileen Roscoe, Lauren Rae, Sam Sheets
{"title":"Component analysis of a self-monitoring intervention for increasing task engagement for individuals with developmental disabilities","authors":"Erin Leif,&nbsp;Eileen Roscoe,&nbsp;Lauren Rae,&nbsp;Sam Sheets","doi":"10.1002/jaba.70053","DOIUrl":"10.1002/jaba.70053","url":null,"abstract":"<p>Self-monitoring (SM) has been used as part of intervention packages to enhance skills such as leisure and vocational engagement for individuals with intellectual and developmental disabilities (IDD). However, the effectiveness of SM alone remains unclear. We analyzed components of an SM intervention to increase task engagement for five individuals with IDD. Participants were first taught to accurately self-monitor their engagement. Sequential analyses evaluated SM alone, SM + differential reinforcement (DR) for accurate SM, SM + DR for accurate SM and task engagement, and DR for task engagement. SM alone was ineffective. Combining SM with DR for accurate SM improved accuracy of SM for all participants but increased task engagement for only two. Combining SM with DR for both accurate SM and task engagement increased engagement for the remaining participants. High levels of task engagement were maintained when reinforcement for engagement was provided without SM. Implications for intervention design are discussed.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"59 2","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879527/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146125230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Computer-based instruction to teach professionals in Nigeria to conduct pairwise functional analyses 以计算机为基础的教学，教授尼日利亚的专业人员进行两两功能分析。
IF 3 2区 心理学
Journal of applied behavior analysis Pub Date : 2026-02-03 DOI: 10.1002/jaba.70054
Mojolaoluwa E. Bamise, Dorothea C. Lerman, Loukia Tsami
{"title":"Computer-based instruction to teach professionals in Nigeria to conduct pairwise functional analyses","authors":"Mojolaoluwa E. Bamise,&nbsp;Dorothea C. Lerman,&nbsp;Loukia Tsami","doi":"10.1002/jaba.70054","DOIUrl":"10.1002/jaba.70054","url":null,"abstract":"<p>Efficient, low-cost approaches for disseminating evidence-based training on behavior-analytic interventions to professionals outside of North America are needed to address the scarcity of available services. This study evaluated the effectiveness and acceptability of computer-based instruction for training professionals in Nigeria to conduct pairwise functional analyses of challenging behavior. Six professionals demonstrated high levels of procedural fidelity during role-play and in situ sessions with children after completing a self-paced computer-based instruction program that provided multiple opportunities for active responding and included culturally relevant content. Results extend prior research on virtual training of functional analysis implementation by incorporating a broader range of dependent variables (e.g., graphing, data interpretation) and delivering a fully asynchronous program. Results have implications for the further development of technologies to scale up the reach of behavior analysis services. Issues related to ensuring that asynchronous programs are delivered in an ethically responsible manner are discussed.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"59 2","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146113184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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