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Patterns of HIV viral suppression in a clinical trial evaluating a contingency management intervention. 在评估应急管理干预的临床试验中HIV病毒抑制模式。
IF 3 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-08-26 DOI: 10.1002/jaba.70030
Cory Toegel, Forrest Toegel, Kenneth Silverman
{"title":"Patterns of HIV viral suppression in a clinical trial evaluating a contingency management intervention.","authors":"Cory Toegel, Forrest Toegel, Kenneth Silverman","doi":"10.1002/jaba.70030","DOIUrl":"https://doi.org/10.1002/jaba.70030","url":null,"abstract":"<p><p>The HIV/AIDS epidemic remains a global health challenge. This secondary analysis evaluated time-course effects of a contingency management intervention designed to improve antiretroviral therapy (ART) adherence and sustained HIV viral suppression. Participants were randomized to a usual care or an incentive group. Incentive participants could earn monetary incentives for submitting blood samples with reduced or undetectable HIV viral loads. A thinning procedure gradually reduced testing and reinforcer delivery frequency for participants who consistently met reinforcement criteria. Over the 2-year intervention period, the incentive group demonstrated significantly shorter times to viral suppression and significantly longer durations of sustained suppression and maintained undetectable viral loads even as testing intervals increased. Engagement in the intervention correlated strongly with treatment success. These findings illustrate the potential of adaptive, reinforcement-based strategies to enhance ART adherence, sustain HIV viral suppression, inform scalable interventions for HIV care, and contribute to ending the HIV/AIDS epidemic.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144955206","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
The effects of group virtual training and self-monitoring on leading a meeting. 小组虚拟训练与自我监控对会议领导的影响。
IF 3 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-07-29 DOI: 10.1002/jaba.70024
Abigail L Blackman, Florence D DiGennaro Reed, Megan Gunter, Butler Braren
{"title":"The effects of group virtual training and self-monitoring on leading a meeting.","authors":"Abigail L Blackman, Florence D DiGennaro Reed, Megan Gunter, Butler Braren","doi":"10.1002/jaba.70024","DOIUrl":"https://doi.org/10.1002/jaba.70024","url":null,"abstract":"<p><p>Meetings are one of the most common work activities in which employees engage. Most meetings are considered ineffective. Survey research has revealed the characteristics necessary for a meeting to be considered effective. However, there is no experimental research on how to teach individuals to effectively lead meetings. Recent research suggests that group virtual training is often used to enhance employee skills, but its effect on employee behavior is unknown. The current two-experiment study evaluated the effects of group virtual training and self-monitoring on leading a meeting. Experiment 1 evaluated the effects of group virtual training in isolation and the added effects of self-monitoring on meeting fidelity. Group virtual training alone did not produce substantial changes; self-monitoring was necessary to produce desired improvements. Experiment 2 evaluated the combined effects of group virtual training and self-monitoring on meeting fidelity. Participants reached mastery within three sessions following the packaged intervention.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144731099","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 undergraduates to solve equivalence problems by using cover, copy, and compare: A translational study. 用覆盖、复制和比较的方法教授本科生解决等价问题：一项翻译研究。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-07-21 DOI: 10.1002/jaba.70026
Sarah E Frampton, Sarah E Vesely, Ky Jackson
{"title":"Teaching undergraduates to solve equivalence problems by using cover, copy, and compare: A translational study.","authors":"Sarah E Frampton, Sarah E Vesely, Ky Jackson","doi":"10.1002/jaba.70026","DOIUrl":"https://doi.org/10.1002/jaba.70026","url":null,"abstract":"<p><p>Cover, copy, and compare (CCC) is a study strategy in which students cover their notes, attempt to copy them, and then compare for accuracy. We evaluated whether CCC could be used to establish equivalence classes with undergraduate students. A video training package and experimenter feedback were used to teach participants to engage in CCC with notes in the form of a graphic organizer. During the CCC condition, participants constructed graphic organizers depicting the relations among three equivalence classes, each consisting of three familiar stimuli. After completing CCC, five of the seven participants scored over 90% on their first matching-to-sample posttest. We evaluated the use of the strategy with three 5-member classes of abstract stimuli. All participants used CCC when studying the relations and scored over 90% on the first posttest, and three participants constructed graphic organizers during the posttest. The social validity data indicated that participants found the intervention highly acceptable.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144674878","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
Using matrix training to promote recombinative generalization by children on the autism spectrum in China. 运用矩阵训练促进中国自闭症儿童的重组泛化。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-07-18 DOI: 10.1002/jaba.70025
Gabrielle T Lee, Yu Sun, Sheng Xu, Kefan Kang
{"title":"Using matrix training to promote recombinative generalization by children on the autism spectrum in China.","authors":"Gabrielle T Lee, Yu Sun, Sheng Xu, Kefan Kang","doi":"10.1002/jaba.70025","DOIUrl":"https://doi.org/10.1002/jaba.70025","url":null,"abstract":"<p><p>We implemented tact matrix training to teach tacts of spatial locations to four children (male, 4-7 years of age) on the autism spectrum in China. The experimental design involved a multiple-probe design across participants with pre- and postinstruction probes on untaught tacts and listener responses. Learning outcomes included taught tacts of object-preposition combinations, generalization of untaught tacts, and derived listener responses to all combinations in the matrix. All four participants acquired taught tacts after matrix training. Untaught tacts and listener responses were demonstrated with direct teaching, indicating the occurrence of recombinative generalization. Two participants maintained these skills with high accuracy for 4 or 8 weeks. The remaining two participants demonstrated high accuracy in untaught tacts and listener responses immediately after instruction; however, accuracy in taught and untaught tacts declined during the 4- or 8-week maintenance probes, whereas listener responses remained stable.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144659244","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
Synchronous reinforcement schedules promote tolerance of health-related routines for adults with disabilities 同步强化计划可促进残疾成人对健康相关日常活动的耐受性。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-07-04 DOI: 10.1002/jaba.70020
Catherine L. McHugh, Claudia L. Dozier, Marissa E. Kamlowsky, Bryan A. Simmons
{"title":"Synchronous reinforcement schedules promote tolerance of health-related routines for adults with disabilities","authors":"Catherine L. McHugh,&nbsp;Claudia L. Dozier,&nbsp;Marissa E. Kamlowsky,&nbsp;Bryan A. Simmons","doi":"10.1002/jaba.70020","DOIUrl":"10.1002/jaba.70020","url":null,"abstract":"<p>Failure to engage in or tolerate health-related routines is a major barrier to good health for individuals with intellectual and developmental disabilities (IDD). In the current study, we evaluated the effects of a synchronous schedule of reinforcement (SSR) for five adults with IDD across eight health-related routines (e.g., toothbrushing, handwashing, tolerating wearing health-related devices). The results showed that SSR alone effectively increased tolerance for five of eight health-related routines. Additional modifications were necessary for two other routines, and no effects were observed for one participant. We successfully trained direct-care staff to implement the effective treatment. Social validity outcomes showed higher levels of positive affect and lower levels of negative affect during treatment relative to baseline for all participants as well as staff acceptance of the procedures and training. The current study adds to the literature supporting SSR as an alternative to graduated exposure; however, further research on the efficacy of SSR alone is needed.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"504-521"},"PeriodicalIF":2.9,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaba.70020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144564809","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
Distribution of follow-up sessions influences determinations of skill maintenance 后续会议的分布影响技能维持的决定。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-06-25 DOI: 10.1002/jaba.70022
Molly K. Mutchler, Sacha T. Pence
{"title":"Distribution of follow-up sessions influences determinations of skill maintenance","authors":"Molly K. Mutchler,&nbsp;Sacha T. Pence","doi":"10.1002/jaba.70022","DOIUrl":"10.1002/jaba.70022","url":null,"abstract":"<p>Maintenance refers to the persistence of behavior change over time after some or all instruction has been discontinued. The distribution of follow-up sessions can affect the frequency of practice opportunities in the absence of ongoing instruction and determinations of maintenance based on how often performance is assessed. An adapted alternating-treatments design was used to evaluate the frequency and schedule of follow-up session distribution on the maintenance of an arbitrary labeling task taught to nine college-aged students. Following acquisition, the participants completed virtual follow-up sessions across at least 30 days. The follow-up session distributions were equally effective with respect to maintenance for six participants. The progressively increasing distribution was associated with higher maintenance for two participants, and the equal distribution was associated with higher maintenance for one participant. Across all participants, some distribution of opportunities to practice the skill was associated with higher levels of maintenance relative to the control.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"547-559"},"PeriodicalIF":2.9,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaba.70022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144496771","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
Skill-based treatment of interfering stereotypy 干扰性刻板印象的技能治疗。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-06-25 DOI: 10.1002/jaba.70023
Jessica D. Slaton, Gregory P. Hanley, Ellen E. Gage, Kelsey W. Ruppel, Katherine J. Raftery, M. Kimball Clark, Christina M. Caruso
{"title":"Skill-based treatment of interfering stereotypy","authors":"Jessica D. Slaton,&nbsp;Gregory P. Hanley,&nbsp;Ellen E. Gage,&nbsp;Kelsey W. Ruppel,&nbsp;Katherine J. Raftery,&nbsp;M. Kimball Clark,&nbsp;Christina M. Caruso","doi":"10.1002/jaba.70023","DOIUrl":"10.1002/jaba.70023","url":null,"abstract":"<p>To address the high-rate, interfering stereotypy of three autistic students, a chained schedule for treating stereotypy was combined with skill-based treatment for challenging behavior. Treatment consisted of progressively widening contingencies to differentially reinforce functional communication, toleration, and accurate task completion with escape from instruction to engage in stereotypy. Stimuli were correlated with periods during which instructions were presented and motor stereotypy was redirected (S-) and periods during which escape was provided and motor stereotypy was not redirected (S+). Skills were maintained via intermittent, unpredictable reinforcement schedules. Functional communication and tolerance responses were acquired, discriminative control over both motor stereotypy and vocal stereotypy was established, and task accuracy increased to &gt;80% for all participants. The goals, procedures, and outcomes of the intervention were also socially validated by the participants' teachers.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"595-611"},"PeriodicalIF":2.9,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144496772","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
Generalized target behavior reductions and maintenance of effects following an augmented competing stimulus assessment sequence 增强竞争刺激评估序列后的广义目标行为减少和效应维持。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-06-18 DOI: 10.1002/jaba.70021
Samantha L. Breeman, Jason C. Vladescu, Tina M. Sidener, Ruth M. DeBar, Danielle Gureghian
{"title":"Generalized target behavior reductions and maintenance of effects following an augmented competing stimulus assessment sequence","authors":"Samantha L. Breeman,&nbsp;Jason C. Vladescu,&nbsp;Tina M. Sidener,&nbsp;Ruth M. DeBar,&nbsp;Danielle Gureghian","doi":"10.1002/jaba.70021","DOIUrl":"10.1002/jaba.70021","url":null,"abstract":"<p>Competing stimulus assessments are one technology that aids in the development of treatment for automatically reinforced behavior. However, competing stimulus assessments do not always yield robust results. Stereotypic behaviors of different subtypes may require procedural modifications to successfully identify competing stimuli. The current investigation included functional analyses to determine whether participant responding aligned with proposed subtypes for such behaviors. Next, we implemented augmented competing-stimulus-assessment (A-CSA) procedures across target and generalization stimuli to determine whether (a) responding across either subtype was more likely to require intensive modifications and (b) the A-CSA procedures promoted generalized target behavior reduction within stimulus classes. Lastly, a treatment evaluation was conducted to determine the durability of these findings and the generalization of the reduced target behavior to other settings. The general applicability of the subtyping model remains unclear, but two participants demonstrated maintenance of competition effects.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"573-594"},"PeriodicalIF":2.9,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaba.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144325822","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
The use of preferred target stimuli on the acquisition of a small foreign vocabulary 偏好目标刺激在小外语词汇习得中的作用。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-06-17 DOI: 10.1002/jaba.70019
Mariéle Diniz Cortez, Maíra Costa Gonçalves, Danielle L. LaFrance, Mayara S. Ferreira, Caio F. Miguel
{"title":"The use of preferred target stimuli on the acquisition of a small foreign vocabulary","authors":"Mariéle Diniz Cortez,&nbsp;Maíra Costa Gonçalves,&nbsp;Danielle L. LaFrance,&nbsp;Mayara S. Ferreira,&nbsp;Caio F. Miguel","doi":"10.1002/jaba.70019","DOIUrl":"10.1002/jaba.70019","url":null,"abstract":"<p>There is a growing body of research examining the efficacy of teaching a foreign language using procedures that would lead to generative learning. This study assessed the acquisition of foreign tacts and the emergence of bidirectional intraverbal responses (native-foreign and foreign-native) as a function of target stimulus preference. Three children learned to tact two sets of pictures (low- and high-preferred targets) presented in an adapted alternating-treatments design. Emergent intraverbal responses were evaluated across both directions before and after instruction. The results showed that all participants met the mastery and emergence criteria for the high-preferred stimulus set in fewer trial blocks than for the low-preferred stimulus set. The high-preferred set also yielded greater emergence of all intraverbal relations. The results replicated previous findings in that tact instruction was effective in producing emergent intraverbal responding. Moreover, our data suggest that preference for targets is an important variable to ensuring optimal foreign language learning.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"535-546"},"PeriodicalIF":2.9,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144309951","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
Synchronous reinforcement arranged as a group contingency increases rule following in elementary classes 在小学课堂中，以群组偶然性形式安排的同步强化增加了规则遵从性。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-06-13 DOI: 10.1002/jaba.70018
Gabriela Gomes, Elizabeth Linton, Jeanne M. Donaldson
{"title":"Synchronous reinforcement arranged as a group contingency increases rule following in elementary classes","authors":"Gabriela Gomes,&nbsp;Elizabeth Linton,&nbsp;Jeanne M. Donaldson","doi":"10.1002/jaba.70018","DOIUrl":"10.1002/jaba.70018","url":null,"abstract":"<p>Synchronous schedules of reinforcement align the onset and offset of the response with the onset and offset of the reinforcer. In this study, we used a multiple-baseline-across-classes and reversal design to determine the effects of a synchronous reinforcement schedule, arranged as an interdependent group contingency, on time spent following rules and disruptive classroom behavior during independent work periods in three elementary classes: two first-grade classes and one fourth-grade class. Additionally, we compared the effects of a synchronous reinforcement schedule with those of a continuous noncontingent schedule in the fourth-grade class. The synchronous schedule increased students' time spent following rules and decreased disruptive classroom behavior across all classes. Furthermore, noncontingent delivery of those stimuli did not produce changes in behavior relative to baseline. Students in the two first-grade classes reported preferring the synchronous reinforcement condition to baseline. Students in the fourth-grade class reported preferring the noncontingent access condition.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"490-503"},"PeriodicalIF":2.9,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144289450","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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