Behavioral Interventions最新文献

{"title":"Teaching Toy Play Skills to Children With Autism Spectrum Disorder: A Scoping Review of the Literature","authors":"Heather M. Pane,&nbsp;Toni Rose T. Agana,&nbsp;Tina M. Sidener,&nbsp;Sharon A. Reeve,&nbsp;April N. Kisamore,&nbsp;Anjalee S. Nirgudkar","doi":"10.1002/bin.70016","DOIUrl":"https://doi.org/10.1002/bin.70016","url":null,"abstract":"<div>\u0000 \u0000 <p>Children with autism spectrum disorder (ASD) often present with substantial delays in the development of play skills, requiring intensive intervention. Several literature reviews have explored various strategies to teach play skills. They recommend teaching play in a variety of contexts to include natural settings and peer interactions to enhance generalization. Naturalistic components of play instruction may include natural settings (e.g., home, school play area), natural change agents (e.g., peers, parents), and salient environmental stimuli (e.g., common toys, siblings, peers). Given the complexity of these variables and their impact on the acquisition, maintenance, and generalization of play skills, a scoping review can help organize the literature for clinicians and researchers. Therefore, the purpose of this scoping review was to investigate interventions aimed at teaching toy play to children with ASD and to examine the naturalistic components included in these interventions. We aimed to (a) provide an overview of the current literature on teaching toy play to children with ASD, (b) summarize the naturalistic components of the interventions reviewed, (c) offer suggestions to guide clinicians in teaching toy play skills, and (d) present considerations for future research directions in this area.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143818449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Data-Driven, Algorithmic Approach to Recommending Hours of ABA for Individuals With ASD","authors":"David J. Cox,&nbsp;Jacob Sosine","doi":"10.1002/bin.70014","DOIUrl":"https://doi.org/10.1002/bin.70014","url":null,"abstract":"<div>\u0000 \u0000 <p>Determining the precise number of therapy hours a patient needs is a critical clinical decision. Too few hours can reduce overall progress and likely keeps the individual in treatment longer than necessary. Too many hours can cause the individual to spend unnecessary time and money they could have spent on other activities that increase their happiness and well-being. Too many hours also can reduce the hours the provider has available to see other clients further exacerbating access issues prominent in mental health today. Despite its importance, little research exists to show how specific patient profiles and intake assessments can lead to replicable and precise therapeutic recommendations. In this study, we show how patient clustering algorithms can be combined with predictive modeling to create a data-driven, algorithmic system that generates dose-response curves relating hours per week of therapy to patient progress, while considering the patient's unique profile. Specifically, we used 48 variables spanning hours and characteristics of therapy, treatment goal characteristics, and patient characteristics to predict goals mastered for 39,475 individuals with ASD receiving applied behavior analysis (ABA) services from 833 service providers. Unsupervised machine learning identified 18 distinct patient clusters. Across clusters, top performing regression models predicted patient progress for all patients with <i>r</i>² = 0.97 and MAE = 0.003 and with <i>r</i>² for individual clusters ranging between 0.95 and 0.99 (∼0.20–0.24 points higher than past research) and MAE ranging between &lt; 0.001 and 0.25. Once designed, the resulting patient-specific dose-response curves can be used to identify the optimal hours of week that maximizes progress while reducing unnecessary time in treatment. Though designed specifically for predicting ABA hours for individuals with ASD, the current method offers an adaptable data-driven, algorithmic approach to determine the hours of therapy that optimize patient progress.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143770410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Procedural Recommendations for Effective Staff Safety Monitoring Practices in ABA Organizations Serving Individuals With Challenging Behaviors","authors":"Samantha L. Hardesty,&nbsp;Brittney N. Workman,&nbsp;Shelby L. Quigley,&nbsp;Lynn G. Bowman","doi":"10.1002/bin.70015","DOIUrl":"https://doi.org/10.1002/bin.70015","url":null,"abstract":"<p>In this paper, we describe how an inpatient unit that specializes in the assessment and treatment of severe challenging behavior reports and monitors staff injuries. Our models follow principles of behavior-based safety (BBS) and behavioral skills training (BST) integrated within an interdisciplinary treatment model. Several strategies for recording, graphically displaying, categorizing, and evaluating injury data are presented.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Comparison of Electronic and Pen-And-Paper Recording in ABA Sessions","authors":"Amin D. Lotfizadeh,&nbsp;Eric McCoy,&nbsp;Cynthia Rico","doi":"10.1002/bin.70013","DOIUrl":"https://doi.org/10.1002/bin.70013","url":null,"abstract":"<div>\u0000 \u0000 <p>With the widespread use of electronic recording applications in healthcare, and recently in applied behavior analysis (ABA) therapy sessions that teach autistic learners, researchers have begun examining how the recording instruments influence the behavior of the clinicians who use them. Although prior research has suggested that electronic recording consumes more of the behavior technician's time than pen-and-paper recording, it is unclear how this impacts the overall flow of ABA sessions. The present study examined (a) the rate of teaching trials that behavior technicians presented and (b) the percentage of learning trials that the behavior technicians inputted data for as a function of two electronic recording instruments and pen-and-paper recording. The findings suggested that the recording instrument did not impact either of these measures. However, the participants ranked electronic recording more favorably than pen-and-paper recording. Given the present results and prior research, electronic recording does not seem to pose practical or clinical disadvantages over pen-and-paper recording.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Developmentally Aligned Kicking Instruction for Young Children With Autism Spectrum Disorder","authors":"Seungyeon Park,&nbsp;Phillip Ward,&nbsp;Jackie Goodway","doi":"10.1002/bin.70012","DOIUrl":"https://doi.org/10.1002/bin.70012","url":null,"abstract":"<div>\u0000 \u0000 <p>Kicking is an important fundamental motor skill that is seldom studied. Young children who can kick with competence have opportunities to increase their physical activity and engage in social interactions. We examined the effects of developmentally aligned kicking instruction taught to five children (7–8 years old) with autism spectrum disorder (ASD). A multiple baseline design across participants was used to examine the effects of developmentally aligned kicking instruction. The primary dependent measure was percentage of correct kicking trials and this was supplemented by two outcome measures, (a) the TGMD-2 kicking subtest score and (b) the kicking developmental sequence, which were measured at pretest, the end of baseline, post-intervention, and 3 weeks following intervention. All five participants improved their kicking performance, demonstrating that the intervention was an effective strategy for learning kicking skills for children with ASD.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of English and Spanish Instructional Sequences on the Acquisition of Conditional Discriminations","authors":"Christine Romo,&nbsp;Sarah A. Lechago,&nbsp;Arabelle Martin,&nbsp;Jade L. Rodrigues Santiago,&nbsp;Jennifer Carrera","doi":"10.1002/bin.70005","DOIUrl":"https://doi.org/10.1002/bin.70005","url":null,"abstract":"<div>\u0000 \u0000 <p>There is limited behavior analytic research evaluating the impact of teaching in both the familial and culturally dominant languages in bilingual children with autism. The purpose of this study was to examine the effects of instructional sequences and language preference on the rate of acquisition of a receptive identification task targeting English and Spanish nouns with three Spanish-English bilingual children with autism. An adapted alternating treatments design was employed to compare three instructional sequences: (1) English-Spanish, (2) Spanish-English, and (3) mixed. Results for one participant demonstrated the mixed language training sequence to be the most efficient training sequence, while the Spanish-English sequence was most efficient for the other two participants. Language preference did not appear to impact learning. The results of this study are discussed in terms of the Naming Theory (Horne and Lowe 1996), and providing culturally responsive care to bilingual learners with autism.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143632944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effectiveness of Cool Versus Not Cool Procedure in Teaching Chemical Safety Skills to Children With Autism Spectrum Disorder","authors":"Kubilay Celik,&nbsp;Seray Olcay","doi":"10.1002/bin.70011","DOIUrl":"https://doi.org/10.1002/bin.70011","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined the effectiveness of the Cool Versus Not Cool (CNC) procedure in teaching chemical safety skills to three preschool children with autism spectrum disorder (ASD) in terms of acquisition, maintenance, and generalization. One 6-year-old girl and two boys with ASD participated in the study that employed a multiple-probe design across participants. The findings demonstrated that the children with ASD acquired the target safety skills, improved their skills following the study, maintained the skills after one and 4 weeks after the intervention, and generalized them across different individuals. The social validity data, collected through subjective evaluation and a social comparison method, showed that the teachers of the children with ASD had positive opinions regarding the target skills, the CNC procedure, and the study outcomes. Additionally, the children with ASD outperformed their peers after the intervention. Furthermore, the findings indicated that the ecological validity of the CNC was high, particularly in terms of typical settings. Directions and implications for future research are discussed.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Survey of Ethics-Related Training Within Behavior Analysis","authors":"Swathi C. Ragulan,&nbsp;Julia Schweiger,&nbsp;Bethany P. Contreras,&nbsp;Alexis Hanna","doi":"10.1002/bin.70008","DOIUrl":"https://doi.org/10.1002/bin.70008","url":null,"abstract":"<div>\u0000 \u0000 <p>Ethics guidelines, trainings, and continuing education requirements are frequently updated to reflect the ongoing need to better prepare behavior analysts to face ethical dilemmas in their daily practice. In terms of the ethics trainings that behavior analysts are currently experiencing, they are potentially encountering a narrow and rigid set of trainings and resources, which may then necessitate an expanded approach to ethics. If behavior analysts are not adequately trained and are not supported in developing their ethical repertoire, then these gaps in training can detrimentally impact clients served as well as the field at large. The present study aimed to survey practitioners in the field on their ethics training experiences in supporting their ethical daily practices using questions targeted toward pre-certification ethics coursework, ethics continuing education units, and ongoing environmental supports. Data suggest that several factors significantly impact practitioner's perception of their ethics trainings (e.g., preparedness and relevance) to complete their job responsibilities in compliance with the Behavior Analyst Certification Board (BACB) Ethics Code. Implications for ethics guidelines and training requirements for the field are discussed.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143565000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Object Imitation to Establish Auditory-Visual Conditional Discrimination in Children Diagnosed With Autism","authors":"Aarti Thakore,&nbsp;Anna Petursdottir,&nbsp;Christy Ho,&nbsp;Mariel Mireles","doi":"10.1002/bin.70009","DOIUrl":"https://doi.org/10.1002/bin.70009","url":null,"abstract":"<div>\u0000 \u0000 <p>Responding effectively to verbal stimuli requires auditory-visual conditional discriminations (AVCDs), which some learners with severe language delays struggle to acquire. The purpose of this study was to evaluate the effects of transferring control over object selection from a modeled action to a spoken word. The participants were two six-year-old twins who already had generalized object imitation skills but had not successfully acquired any listener discriminations. During the object imitation to AVCD transfer procedure, the instructor initially modeled a play-based functional action with each object and reinforced object imitation. Correct object imitation was then followed by an AVCD trial. Effects on acquisition were evaluated in a two-tier multiple baseline design across participants with replication across stimulus sets. Both the participants not only acquired the AVCD targets across 4 sets, but showed generalization and maintenance across other AVCD targets during and following the study.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143533248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Identifying Reliable Change in Outcome Assessments for Behavioral Interventions","authors":"Thomas W. Frazier,&nbsp;Maria Helton,&nbsp;Celine Akouri,&nbsp;Lacey Chetcuti,&nbsp;Mirko Uljarevic","doi":"10.1002/bin.70007","DOIUrl":"https://doi.org/10.1002/bin.70007","url":null,"abstract":"<p>Behavioral interventions have demonstrated group-level benefits for a variety of behavioral presentations and conditions. The ability to capture and quantify reliable individual-level change during the course of behavioral interventions is essential for making rational clinical management decisions. Recently, the neurobehavioral evaluation tool (NET) was developed and revised for use within behavioral intervention outcome assessment. Traditional, practice-adjusted, and standardized regression-based reliable change indices (RCIs) were calculated for the NET domains to provide reliable change norms. In two samples (Ns = 498 and 125), traditional RCIs indicated that reliable symptom reductions and skill improvements needed to be +/− 0.7 to 1.3 SDs across domains. Standardized regression-based change norms indicated that slightly smaller magnitude changes are required to be considered reliable. NET-derived RCIs can be used to inform clinical management during behavioral interventions. Regression-based RCIs may be particularly useful for guiding clinical management for individuals with very high symptoms/very low skills at baseline.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143521878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}