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Journal of applied behavior analysis最新文献

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Extensions of open science for applied behavior analysis: Preregistration for single-case experimental designs 为应用行为分析扩展开放科学：单例实验设计的预先登记。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2024-08-14 DOI: 10.1002/jaba.2909
Matt Tincani, Shawn P. Gilroy, Art Dowdy
{"title":"Extensions of open science for applied behavior analysis: Preregistration for single-case experimental designs","authors":"Matt Tincani,&nbsp;Shawn P. Gilroy,&nbsp;Art Dowdy","doi":"10.1002/jaba.2909","DOIUrl":"10.1002/jaba.2909","url":null,"abstract":"<p>Open science practices are designed to enhance the utility, integrity, and credibility of scientific research. This article highlights how preregistration in open science practice can be leveraged to enhance the rigor and transparency of single-case experimental designs within an applied behavior analysis framework. We provide an overview of the benefits of preregistration including increased transparency, reduced risk of researcher bias, and improved replicability, and we review the specific contexts under which these practices most benefit the proposed framework. We discuss potential concerns with and unique considerations for preregistering experiments that use single-case designs, with practical guidance for researchers who are seeking to preregister their studies. We present a checklist as a tool for researchers in applied behavior analysis to use for preregistration and provide recommendations for our field to strengthen the contingencies for open science practices that include preregistration.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"57 4","pages":"808-820"},"PeriodicalIF":2.9,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141975706","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 比较异步在线课堂中的交互式教学和论坛。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2024-08-07 DOI: 10.1002/jaba.2905
Sacha K. G. Shaw, Jennifer L. Posey, Thomas Zane, Mary Jane Weiss
{"title":"Comparing interteaching and discussion forums in an asynchronous online classroom","authors":"Sacha K. G. Shaw,&nbsp;Jennifer L. Posey,&nbsp;Thomas Zane,&nbsp;Mary Jane Weiss","doi":"10.1002/jaba.2905","DOIUrl":"10.1002/jaba.2905","url":null,"abstract":"<p>The current study compared the effects of interteaching and discussion forum activities on quiz and assignment scores in a master's-level asynchronous research methods course. In an alternating-treatments design, six participants engaged in interteaching on half of the weeks and in the discussion forum on alternate weeks. Participants in the interteaching condition (<i>M</i> = 96.75) generally scored higher on quizzes than did those in the discussion forum condition (<i>M</i> = 75.95). The results of a paired-sample <i>t</i> test indicated statistically significant differences between the two conditions at <i>p</i> &lt; .0001, with a substantial effect size of 0.6760. Significant differences in assignment scores were not observed between the interteaching (<i>M =</i> 87.28) and discussion forum (<i>M =</i> 89.08) conditions. Limitations and directions for future research are discussed.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"57 4","pages":"989-998"},"PeriodicalIF":2.9,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141901851","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
Behavioral skills training produces acquisition and generalization of run-blocking skills of high school football players 通过行为技能训练，高中足球运动员掌握并普及了跑位拦截技能。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2024-08-07 DOI: 10.1002/jaba.2908
Jason C. Wiley, Raymond G. Miltenberger, Sharayah Tai
{"title":"Behavioral skills training produces acquisition and generalization of run-blocking skills of high school football players","authors":"Jason C. Wiley,&nbsp;Raymond G. Miltenberger,&nbsp;Sharayah Tai","doi":"10.1002/jaba.2908","DOIUrl":"10.1002/jaba.2908","url":null,"abstract":"<p>Behavioral skills training (BST) has been used to improve football players' performance in one prior study, but limited data were collected on how the skill generalized from the training environment to the natural environment. The purpose of this study was to further evaluate the effects of BST in enhancing football players' performance while also evaluating the generalization of a skill taught in a training environment (i.e., practice) to the natural environment (i.e., game-simulated scrimmage). This study included five high school offensive line football players and recorded their run-blocking skills in the training context and a game context in baseline and following BST. The results showed that BST improved performance in the training environment, with run-blocking skills slightly generalizing from the training environment to game-simulated scrimmages. When BST was conducted in the natural environment, it further improved the participants' run-blocking skills.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"57 4","pages":"926-935"},"PeriodicalIF":2.9,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141901850","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
Correction to “Improving undergraduate students' email etiquette with computer-based instruction” 更正 "通过计算机教学改善本科生的电子邮件礼仪"。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2024-08-06 DOI: 10.1002/jaba.2907
{"title":"Correction to “Improving undergraduate students' email etiquette with computer-based instruction”","authors":"","doi":"10.1002/jaba.2907","DOIUrl":"10.1002/jaba.2907","url":null,"abstract":"<p>Farnsworth, T. G., &amp; Thompson, R. H. (2024). Improving undergraduate students' email etiquette with computer-based instruction. <i>Journal of Applied Behavior Analysis</i>, 57(3), 751–762. https://doi.org/10.1002/jaba.1074.</p><p>There were errors in Table 1. For checklist item 7, the description was published as, “Double space between signoff and signature (+1).” It should have been, “Single space between signoff and signature, and the signature is not indented (+1).” For checklist item 8, the description was published as, “Email sender's name one space below the signoff without indentation (+1).” It should have been, “Email sender's name appears in the email (+1).” The correct table is:</p><p>In the following sentence, “closed-ended questions” should have been “open-ended questions.” The correct sentence is: “The mean email checklist percentage for the <b>open-ended questions</b> (i.e., email rehearsal) was 88.8% (SD = 25.9) for section A and 95.4% (SD = 6.9) for section B.”</p><p>We apologize for the errors.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"57 4","pages":"1082"},"PeriodicalIF":2.9,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaba.2907","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141893491","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
Protective procedures in functional analysis of self-injurious behavior: An updated scoping review 自我伤害行为功能分析中的保护程序：最新范围综述。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2024-08-06 DOI: 10.1002/jaba.2906
Michelle A. Frank-Crawford, Drew E. Piersma, Nathalie Fernandez, Savannah A. Tate, Erik A. Bustamante
{"title":"Protective procedures in functional analysis of self-injurious behavior: An updated scoping review","authors":"Michelle A. Frank-Crawford,&nbsp;Drew E. Piersma,&nbsp;Nathalie Fernandez,&nbsp;Savannah A. Tate,&nbsp;Erik A. Bustamante","doi":"10.1002/jaba.2906","DOIUrl":"10.1002/jaba.2906","url":null,"abstract":"<p>Despite the efficacy of functional analyses in identifying the function of challenging behavior, clinicians report not always using them, partly due to safety concerns. Understanding how researchers employ safeguards to mitigate risks, particularly with dangerous topographies like self-injurious behavior (SIB), is important to guide research and practice. However, the results of a scoping review of functional analyses of self-injurious behavior conducted by Weeden et al. (2010) revealed that only 19.83% of publications included protections. We extended the work of Weeden et al. to determine whether reporting has improved. We observed increases in all but two types of protections reviewed by Weeden et al. Additionally, we included new protections not reported by Weeden et al. In total, 69.52% of the studies included at least one protective procedure and 44.39% specified that the protections were used for safety. It appears that reporting has increased since Weeden et al. called for improved descriptions of participant protections.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"57 4","pages":"840-858"},"PeriodicalIF":2.9,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141897508","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
Optimizing task-analysis instruction: Effects of descriptions and pictures of antecedent stimuli and outcomes 优化任务分析教学：前置刺激和结果的描述和图片的效果。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2024-08-06 DOI: 10.1002/jaba.2904
Bryan C. Tyner, Steven D. Floumanhaft, Ramon Marin, Daniel M. Fienup
{"title":"Optimizing task-analysis instruction: Effects of descriptions and pictures of antecedent stimuli and outcomes","authors":"Bryan C. Tyner,&nbsp;Steven D. Floumanhaft,&nbsp;Ramon Marin,&nbsp;Daniel M. Fienup","doi":"10.1002/jaba.2904","DOIUrl":"10.1002/jaba.2904","url":null,"abstract":"<p>Little research has examined specific instructional variables that influence the development and effectiveness of task-analysis instruction. We conducted two experiments using text-based task analyses to teach college students to create single-subject reversal design graphs. In Experiment 1, we tested the effects of presenting antecedent and outcome stimuli on graphing performance (accuracy, yield, time to completion). Different groups of participants experienced graphing tutorials with descriptions and pictures of (a) responses; (b) antecedent stimuli and responses; (c) responses and outcomes of correct responses; and (d) antecedent stimuli, responses, and outcomes. In Experiment 2, we compared tutorials with and without pictures. Collectively, the results suggest that graphing accuracy was positively affected by task analyses that included pictures and descriptions of antecedent stimuli and that adding outcome stimuli further benefited graphing accuracy. These results suggest critical instructional elements that should be included in future task analyses of graphing or other complex behavior chains.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"57 4","pages":"957-972"},"PeriodicalIF":2.9,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141897507","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 video feedback and video modeling plus video feedback for improving soccer skills 比较视频反馈和视频建模加视频反馈对提高足球技能的作用。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2024-07-30 DOI: 10.1002/jaba.2903
Samantha K. Martinez, Raymond G. Miltenberger, Shreeya S. Deshmukh
{"title":"Comparing video feedback and video modeling plus video feedback for improving soccer skills","authors":"Samantha K. Martinez,&nbsp;Raymond G. Miltenberger,&nbsp;Shreeya S. Deshmukh","doi":"10.1002/jaba.2903","DOIUrl":"10.1002/jaba.2903","url":null,"abstract":"<p>This study compared the effects of video feedback (VF) as a stand-alone intervention and video modeling plus video feedback (VMVF) for improving soccer players' static ball control skills. Research has suggested that VF alone and VMVF produce substantial improvements for young athlete's skills, though no studies have compared the two. Therefore, we used a multiple-baseline-across-participants design with embedded alternating treatments to compare VF and VMVF. Two 10-year-old female soccer players and one 9-year-old male soccer player participated. The first author implemented the VF and VMVF training procedures and assessed the same three target behaviors across participants. The results suggested that VF and VMVF produced similar increases in performance for two of three participants and that VMVF produced slightly greater increases for one participant. In addition, both interventions were effective at substantially improving ball control skills from baseline levels and relative to a control skill.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"57 4","pages":"936-946"},"PeriodicalIF":2.9,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141792515","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
Direct and indirect effects of and preferences for feedback during the Good Behavior Game in elementary classes 小学班级 "好行为游戏 "中反馈的直接和间接影响及偏好。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2024-07-24 DOI: 10.1002/jaba.2902
Jensen Chotto, Elizabeth Linton, Jeanne M. Donaldson
{"title":"Direct and indirect effects of and preferences for feedback during the Good Behavior Game in elementary classes","authors":"Jensen Chotto,&nbsp;Elizabeth Linton,&nbsp;Jeanne M. Donaldson","doi":"10.1002/jaba.2902","DOIUrl":"10.1002/jaba.2902","url":null,"abstract":"<p>The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth-grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four feedback versions of the GBG and a baseline condition were alternated across sessions in a multielement design. All versions of the GBG substantially reduced disruptive behavior below baseline levels. Additionally, in one of the three classes losing the GBG produced an increase in negative peer interactions immediately following the GBG. Following the multielement comparison, we implemented a group-arrangement concurrent-chains preference assessment in which students selected one of the conditions to experience each day. The most selected condition across all classes was the GBG condition, which included both vocal and visual feedback.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"57 4","pages":"910-925"},"PeriodicalIF":2.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141758873","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
Evaluation of a latency-based competing stimulus assessment 评估基于潜伏期的竞争刺激评估。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2024-07-24 DOI: 10.1002/jaba.2900
Madison H. Imler, Jennifer R. Weyman
{"title":"Evaluation of a latency-based competing stimulus assessment","authors":"Madison H. Imler,&nbsp;Jennifer R. Weyman","doi":"10.1002/jaba.2900","DOIUrl":"10.1002/jaba.2900","url":null,"abstract":"<p>A competing stimulus assessment is used to identify stimuli that are associated with a low level of challenging behavior and a high level of engagement. These stimuli are often used as a treatment component for challenging behavior that is maintained by automatic reinforcement. One limitation of implementing competing stimulus assessments is that they may be time consuming. The purpose of the current study was to evaluate the efficacy and efficiency of a latency-based competing stimulus assessment. During the asssessment, a therapist presented potential competing stimuli to the participants and contingent on the first occurrence of challenging behavior, the trial was terminated. The results of a brief treatment evaluation indicated that stimuli that were associated with the longest latency to challenging behavior were more effective in competing with challenging behavior relative to stimuli that were associated with shorter latencies. However, procedural modifications were necessary for one participant. The use of latency-based measures improved the efficiency of conducting a competing stimulus assessment.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"57 4","pages":"947-956"},"PeriodicalIF":2.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141758874","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 an Excel-based tool for interpreting functional analyses: A functional analysis decision support system 评估基于 Excel 的功能分析解释工具：功能分析决策支持系统。
IF 2.9 2区 心理学
Journal of applied behavior analysis Pub Date : 2024-07-22 DOI: 10.1002/jaba.2901
Amanda Preston, Paul Szikszai, Valdeep Saini, Ryan Brightman
{"title":"Evaluating an Excel-based tool for interpreting functional analyses: A functional analysis decision support system","authors":"Amanda Preston,&nbsp;Paul Szikszai,&nbsp;Valdeep Saini,&nbsp;Ryan Brightman","doi":"10.1002/jaba.2901","DOIUrl":"10.1002/jaba.2901","url":null,"abstract":"<p>When applied to functional analysis results, structured visual inspection criteria have resulted in improvements in the levels of agreement between raters as well as earlier identification of the function of challenging behavior. However, multistep criteria can be difficult to apply in real time, which could be a barrier to widespread adoption in practice. This study evaluated a Microsoft-Excel-based functional analysis decision support system (FADSS), which could aid behavior analysts with interpreting functional analysis results. Final overall agreement between the FADSS and post hoc visual inspection was high at 95%. Final overall agreement between the post hoc results generated by FADSS and ongoing results generated by FADSS was acceptable at 81%, representing a 50% increase in efficiency. These results indicate that FADSS could aid behavior analysts when interpreting functional analysis results in real time.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"57 4","pages":"973-988"},"PeriodicalIF":2.9,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141734239","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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