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Journal of applied behavior analysis最新文献

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Competition and preference in the treatment of automatically reinforced challenging behavior 竞争与偏好在处理自动强化挑战行为中的作用。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-06-10 DOI: 10.1002/jaba.70016
Amanda L. Verriden, Eileen M. Roscoe, Katherine R. Rousseau, Jeffrey Kalles, Jemma Cook
{"title":"Competition and preference in the treatment of automatically reinforced challenging behavior","authors":"Amanda L. Verriden,&nbsp;Eileen M. Roscoe,&nbsp;Katherine R. Rousseau,&nbsp;Jeffrey Kalles,&nbsp;Jemma Cook","doi":"10.1002/jaba.70016","DOIUrl":"10.1002/jaba.70016","url":null,"abstract":"<p>The experimenters compared the relative utility of two types of pretreatment assessments, the competing-stimulus assessment (CSA) and the paired-stimulus preference assessment (PSPA), for identifying items to treat automatically reinforced challenging behavior. Five individuals diagnosed with autism spectrum disorder who exhibited automatically reinforced challenging behavior participated. The relative efficacy of the CSA item and the PSPA item were compared during two treatment evaluations: noncontingent reinforcement (NCR) and differential reinforcement of other behavior (DRO). NCR reduced challenging behavior for four of the five participants. For three of these participants, the CSA item was more efficacious than the PSPA item; CSA and PSPA items were equally efficacious for the remaining participants. For two participants, DRO decreased challenging behavior and there were minimal differences in treatment efficacy across CSA and PSPA items. Implications for the utility of the CSA and the PSPA as pretreatment assessments in treatment development are discussed.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"624-641"},"PeriodicalIF":2.9,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144266304","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
An analysis of the generalization of pretend play from real objects to toys 从实物到玩具的假装游戏的泛化分析。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-06-10 DOI: 10.1002/jaba.70017
Toni Rose T. Agana, Tina M. Sidener, Nicole M. Rodriguez, Sharon A. Reeve, Heather M. Pane
{"title":"An analysis of the generalization of pretend play from real objects to toys","authors":"Toni Rose T. Agana,&nbsp;Tina M. Sidener,&nbsp;Nicole M. Rodriguez,&nbsp;Sharon A. Reeve,&nbsp;Heather M. Pane","doi":"10.1002/jaba.70017","DOIUrl":"10.1002/jaba.70017","url":null,"abstract":"<p>Researchers have reported that children engage in pretend play that reflects the conventional activities of their environment (i.e., <i>learned-combinations play</i>). In contrast, children with autism spectrum disorder (ASD) display fewer and less varied play behaviors. Research on teaching pretend play to children with ASD often involves prompting and reinforcing scripted responses. Although effective, these procedures may be limited because they can produce rigid, rote play rather than pretend play reenacting real-life events. This study evaluated the effects of teaching actions with real objects on the emergence of generalized learned-combinations play with three children with ASD. Overall, teaching children actions using real objects facilitated generalization of those actions with toys. We provide future directions for research when limited generalization is observed with some toys. Additionally, we discuss the implications of automatic reinforcement and the motivating operation in relation to our findings.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"478-489"},"PeriodicalIF":2.9,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaba.70017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144266303","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
Effects of music on vocal stereotypy and task engagement 音乐对声音刻板印象和任务参与的影响。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-06-05 DOI: 10.1002/jaba.70015
Keith E. Happel, Kimberly N. Sloman, Amelia Nelson, Julianne Fernandez
{"title":"Effects of music on vocal stereotypy and task engagement","authors":"Keith E. Happel,&nbsp;Kimberly N. Sloman,&nbsp;Amelia Nelson,&nbsp;Julianne Fernandez","doi":"10.1002/jaba.70015","DOIUrl":"10.1002/jaba.70015","url":null,"abstract":"<p>Individuals with autism spectrum disorder commonly exhibit vocal stereotypy, and this behavior may be targeted for treatment when it competes with daily tasks, disrupts the environment, or leads to reduced independence. Previous research has shown that access to music reduces vocal stereotypy. However, treatment evaluations typically occur during play or low-stimulation conditions; therefore, the effectiveness and compatibility of music with daily tasks are less known. We measured levels of vocal stereotypy and on-task behavior during independent activities for three participants. Using a reversal design, we evaluated the effects of music played via headphones on dependent measures. We extended the analysis to typical classroom activities and conducted treatment preference assessments. The results indicated that access to music reduced vocal stereotypy across multiple settings and activities. Additionally, increases in on-task behavior were observed for two of three participants. All participants preferred to engage with tasks while listening to music.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"612-623"},"PeriodicalIF":2.9,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144234190","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
Some effects of immediacy on healthy food selection 即时性对健康食品选择的影响。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-05-15 DOI: 10.1002/jaba.70014
Tanigha McNellis, Jennifer R. Weyman, Olivia Healzer
{"title":"Some effects of immediacy on healthy food selection","authors":"Tanigha McNellis,&nbsp;Jennifer R. Weyman,&nbsp;Olivia Healzer","doi":"10.1002/jaba.70014","DOIUrl":"10.1002/jaba.70014","url":null,"abstract":"<p>Children on the autism spectrum tend to consume fewer healthy foods than typically developing children. Given the negative effects of unhealthy eating, it is important to increase healthy food selection. The current study examined whether manipulating the delay to reinforcement would increase healthy food selection in a concurrent-operants assessment. During the concurrent-operants assessment, participants chose between a snack and a fruit and the researchers systematically added a delay to the snack to switch the allocation of responding from the snack to the fruit. The results showed that one participant's response allocation switched from the snack to the fruit at a delay of 30 s and two participants' response allocation switched at the 60-s delay. This suggests that manipulating the delay to reinforcement may increase healthy food selection for some children on the autism spectrum.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"642-652"},"PeriodicalIF":2.9,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144078237","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 interactive computerized training to teach practitioners to implement firearm safety skills training 评估互动式计算机化培训，教导从业人员实施枪支安全技能培训。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-05-15 DOI: 10.1002/jaba.70013
Rasha R. Baruni, Raymond G. Miltenberger, Jennifer L. Cook, Anthony Concepcion, Trevor C. Maxfield
{"title":"Evaluating interactive computerized training to teach practitioners to implement firearm safety skills training","authors":"Rasha R. Baruni,&nbsp;Raymond G. Miltenberger,&nbsp;Jennifer L. Cook,&nbsp;Anthony Concepcion,&nbsp;Trevor C. Maxfield","doi":"10.1002/jaba.70013","DOIUrl":"10.1002/jaba.70013","url":null,"abstract":"<p>Researchers have shown that behavioral skills training (BST) and in situ training are effective for teaching firearm safety skills to children. Within the safety skills literature, there is evidence that manualized interventions are effective for teaching parents and teachers to conduct BST. An approach that has not been evaluated for teaching safety skills is interactive computerized training (ICT). The purpose of the current study was to evaluate an ICT program with three Board Certified Behavior Analysts (BCBA) who provided services to clients with autism spectrum disorder. In the final phase, the BCBAs implemented firearm safety skills training with their clients. Overall, the BCBAs implemented the safety skills training protocol with high fidelity during post-ICT assessments and rated the ICT program positively.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"560-572"},"PeriodicalIF":2.9,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaba.70013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144078235","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
Toward cross-disciplinary translation of the testing effect: A systematic replication 面向跨学科翻译的测试效果：系统的复制。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-04-24 DOI: 10.1002/jaba.70012
Kathryn R. Glodowski, Yusuke Hayashi
{"title":"Toward cross-disciplinary translation of the testing effect: A systematic replication","authors":"Kathryn R. Glodowski,&nbsp;Yusuke Hayashi","doi":"10.1002/jaba.70012","DOIUrl":"10.1002/jaba.70012","url":null,"abstract":"<p>The testing effect is a well-established phenomenon in cognitive psychology that refers to enhanced long-term retention of information due to active recalling through testing. Following a cross-disciplinary translation of the testing effect into behavioral principles, we systematically replicated the previous findings in a behavior-analytic context while evaluating the effects of the number of quiz questions on college students' exam performance and other academic behaviors. Students in an upper-level behavior analysis course participated. Using a within-subject experimental design in which the participants served as their own control, we compared their exam performance and academic behaviors, such as class participation and out-of-class studying, across three conditions: (a) no quizzes, (b) 5-question quizzes, and (c) 10-question quizzes. Quizzes improved exam performance and some academic behaviors, successfully replicating the testing effect in a behavior-analytic context. However, the number of quiz questions did not influence the improvements. Implications of the results and future research are discussed.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"653-663"},"PeriodicalIF":2.9,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaba.70012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143970354","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
Comparison of matching the compound or elements as a differential problem-solving response 比较匹配的化合物或元素，作为解决问题的不同反应。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-04-21 DOI: 10.1002/jaba.70011
Katherine Miller, Taylor K. Lewis, Tom Cariveau, Alexandria Brown
{"title":"Comparison of matching the compound or elements as a differential problem-solving response","authors":"Katherine Miller,&nbsp;Taylor K. Lewis,&nbsp;Tom Cariveau,&nbsp;Alexandria Brown","doi":"10.1002/jaba.70011","DOIUrl":"10.1002/jaba.70011","url":null,"abstract":"<p>Differential observing responses (DORs) are additional response requirements used to promote orientation to a stimulus in a discrimination task. Farber and Dickson (2023) recently provided a DOR taxonomy, and these authors reported that no prior research has compared the effects of distinct DOR requirements. We compared the effects of two DOR requirements on textual responding by five children exhibiting reading deficits. Participants read a daily word list and were required to emit DORs that involved matching the compound or individual elements of the target stimulus. When a word was unknown, emitting the condition-specific DOR resulted in a tablet-produced echoic prompt. The DOR that required matching of the individual elements met the acquisition criterion in the fewest days for four participants but was not preferred by any participant. Implications for DORs in a problem-solving paradigm and conditions contributing to their efficacy are considered.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 3","pages":"522-534"},"PeriodicalIF":2.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaba.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144005219","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 scoping review of consecutive controlled case series studies 连续对照病例系列研究的范围综述
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-04-11 DOI: 10.1002/jaba.70006
Jasmeen Kaur, Michael P. Kranak, Daniel R. Mitteer, Isaac J. Melanson, Tara A. Fahmie
{"title":"A scoping review of consecutive controlled case series studies","authors":"Jasmeen Kaur,&nbsp;Michael P. Kranak,&nbsp;Daniel R. Mitteer,&nbsp;Isaac J. Melanson,&nbsp;Tara A. Fahmie","doi":"10.1002/jaba.70006","DOIUrl":"https://doi.org/10.1002/jaba.70006","url":null,"abstract":"<p>We conducted a scoping review on the consecutive controlled case series (CCCS) methodology (Hagopian, 2020). The CCCS is an approach to studying functional relations across a series of consecutive cases that share common features. We identified and reviewed 76 studies that used CCCS methodology. Most of these (a) were retrospective CCCS studies that incorporated most of the CCCS elements that were identified by Hagopian (2020), (b) involved child participants with autism spectrum disorder or an intellectual disability, and (c) evaluated the assessment and treatment of challenging behavior within specialized clinical settings. The sample sizes ranged from 3 to 269 participants, with a median of 20 participants. We discuss current trends, gaps in the literature, and implications for statements of the generality of behavioral procedures.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 2","pages":"270-286"},"PeriodicalIF":2.9,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaba.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143879822","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 influence of video prompting with embedded safety checks to teach child passenger safety restraint skills 嵌入安全检查的视频提示对儿童乘客安全约束技能的影响。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-04-08 DOI: 10.1002/jaba.70002
Kimberley L. M. Zonneveld, Niruba Rasuratnam, Jason C. Vladescu
{"title":"The influence of video prompting with embedded safety checks to teach child passenger safety restraint skills","authors":"Kimberley L. M. Zonneveld,&nbsp;Niruba Rasuratnam,&nbsp;Jason C. Vladescu","doi":"10.1002/jaba.70002","DOIUrl":"10.1002/jaba.70002","url":null,"abstract":"<p>Motor vehicle collisions are among the leading causes of unintended injury-related deaths among children under the age of 14. The primary cause of these deaths is the improper use of child passenger safety restraints (CPSRs). Correctly installed CPSRs can decrease the risk of fatal injury by 45% to 95%. To date, no studies have used video prompting with embedded safety checks to teach correct CPSR installation and harnessing in the absence of researcher-delivered instruction and feedback. We used a concurrent multiple-baseline-across-participants design to evaluate the efficacy of a video-prompting procedure with embedded safety checks to teach four prospective parents and caregivers CPSR installation and harnessing skills. All participants learned to perform these skills, and these effects maintained for 4 weeks. Furthermore, this training improved all participants' performance of an untrained installation position, vehicle, and harnessing skill, and these effects were largely maintained for 4 weeks.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 2","pages":"433-451"},"PeriodicalIF":2.9,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaba.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143803288","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 digital intervention package to teach rapport-building skills to caregivers of children with autism 一个数字干预包，向自闭症儿童的照顾者传授建立融洽关系的技能。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2025-03-24 DOI: 10.1002/jaba.70004
Kendra E. Guinness, Edward G. Feil
{"title":"A digital intervention package to teach rapport-building skills to caregivers of children with autism","authors":"Kendra E. Guinness,&nbsp;Edward G. Feil","doi":"10.1002/jaba.70004","DOIUrl":"10.1002/jaba.70004","url":null,"abstract":"<p>Research shows that caregivers of children with autism can be taught a variety of behavioral strategies, but there is little research on teaching caregivers to prioritize rapport building over skill acquisition during play. The current study evaluated the effects of a digital training package on the rapport-building skills of four caregivers of children with autism. Target skills were derived from parent–child interaction therapy with specific adaptations for children with limited communication and play skills. The intervention package included asynchronous online modules with video models, active response opportunities, and automated feedback as well as synchronous feedback via video chat. All four caregivers demonstrated increases in rapport building skills, and three of four dyads showed increases in interactive play postintervention. Caregivers also rated the intervention favorably. Data on participant and interventionist time to complete the intervention guide a discussion of the efficiency of combining asynchronous and synchronous strategies.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"58 2","pages":"303-318"},"PeriodicalIF":2.9,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143692035","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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