Behavioral Interventions最新文献

Response-Class Hierarchies in Self-Induced Vomiting: Functional Assessment and Treatment 自我诱导呕吐的反应等级等级：功能评估和治疗

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-11 DOI: 10.1002/bin.70048

Hannah Roth, Emily Chesbrough, John Michael Falligant

{"title":"Response-Class Hierarchies in Self-Induced Vomiting: Functional Assessment and Treatment","authors":"Hannah Roth, Emily Chesbrough, John Michael Falligant","doi":"10.1002/bin.70048","DOIUrl":"https://doi.org/10.1002/bin.70048","url":null,"abstract":"<div>\u0000 \u0000 <p>Individuals with neurodevelopmental conditions sometimes engage in self-induced vomiting, a behavior associated with serious medical complications and increased risk of exposure to communicable diseases. Despite its clinical significance, the functional dimensions of self-induced vomiting remain understudied, particularly in cases where it occurs within a hierarchical response class of attention-maintained behavior. This study describes the functional assessment and treatment of self-induced vomiting in an adolescent male with multiple neurodevelopmental conditions. A response class hierarchy analysis was conducted to evaluate whether self-induced vomiting, self-gagging, pica, and other challenging behaviors were functionally related. Findings revealed systematic shifts in challenging behavior topographies with sequential exposure to extinction, supporting the presence of a hierarchically organized response class maintained by attention. Treatment involved functional communication training, extinction, and an individualized levels system involving token reinforcement and a probabilistic exchange schedule. This multicomponent intervention eliminated self-induced vomiting, self-gagging, pica, and other challenging behaviors within the attention-maintained response class. These findings underscore the need for function-based assessments in the treatment of self-induced vomiting and related behaviors.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272815","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}

引用次数: 0

Using Antecedent and Functional Analyses to Conduct a Treatment Comparison on Echolalia 用先行分析和功能分析对仿声症进行治疗比较

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-10 DOI: 10.1002/bin.70052

Rachel E. Kaye, Joseph Vedora, Daniel Almeida, Nicole DeRosa

引用次数: 0

Improving the Function of Social Interaction: A Preliminary Evaluation of a Basic-Research-Informed Approach 提高社会互动功能：基础研究-知情方法的初步评价

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-08 DOI: 10.1002/bin.70051

Pierce M. Taylor, Celeste M. Tevis, Samuel L. Morris

{"title":"Improving the Function of Social Interaction: A Preliminary Evaluation of a Basic-Research-Informed Approach","authors":"Pierce M. Taylor, Celeste M. Tevis, Samuel L. Morris","doi":"10.1002/bin.70051","DOIUrl":"https://doi.org/10.1002/bin.70051","url":null,"abstract":"<div>\u0000 \u0000 <p>When social interactions do not function as efficacious reinforcers, it may impede learning in environments that rely on differential social consequences. Although researchers have evaluated methods of improving the function of social interaction, these methods are not always effective, perhaps because they are inconsistent with principles of Pavlovian conditioning. In the current study, we evaluated whether a basic-research-informed approach could increase the reinforcing efficacy of social interactions for two children with developmental disabilities. Specifically, we evaluated the effects of conditioning procedures that ensured large <i>C</i>/<i>t</i> ratios by using progressive ratio schedules to quantify changes in the reinforcing efficacy of play with and without social interaction. The <i>C</i>/<i>t</i> ratio represents the temporal contiguity between stimuli, where <i>C</i> is the average time between unconditioned stimulus (US) deliveries, and <i>t</i> is the average time between the neutral stimulus and US deliveries. Improvements in absolute and relative reinforcer efficacy of social interaction were obtained for both participants, suggesting that methods which ensure large <i>C</i>/<i>t</i> could result in more efficacious conditioning interventions. We discuss the need for further translational and applied research as well as potential clinical implications.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271982","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}

引用次数: 0

Using General-Case Procedures to Teach Graphing Skills to Undergraduate Students 运用一般案例程序教授本科生绘图技巧

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-08 DOI: 10.1002/bin.70049

Brittani E. Vecchia, Sharon A. Reeve, Jason C. Vladescu, Kenneth F. Reeve, Carleana R. Hickey

{"title":"Using General-Case Procedures to Teach Graphing Skills to Undergraduate Students","authors":"Brittani E. Vecchia, Sharon A. Reeve, Jason C. Vladescu, Kenneth F. Reeve, Carleana R. Hickey","doi":"10.1002/bin.70049","DOIUrl":"https://doi.org/10.1002/bin.70049","url":null,"abstract":"<div>\u0000 \u0000 <p>As fluency in technology becomes more of a requirement in many fields, identifying an effective and efficient way to teach technology skills, such as spreadsheets, is necessary. In the field of behavior analysis, many studies assessed methods to teach graphing skills, but few have reported programming for or assessing generalization of these skills. One effective way to program for generalization is through general-case procedures, which produces behavior change across a variety of stimuli and responses while requiring minimal training time. The current study used a nonconcurrent multiple-baseline design across participants to assess the effects of general-case procedures and computer-based instruction on graph training in Excel and to program for and assess within and across-category generalization of responding with undergraduate college students. These procedures resulted in generalized responding within and across stimuli and response categories for most participants. Future research should further evaluate the application of general-case procedures outside of behavior analysis.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271983","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}

引用次数: 0

Enhancing Supervisor's Feedback Skills During Paired Stimulus Preference Assessment 在配对刺激偏好评估中提高督导者的反馈技巧

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-08 DOI: 10.1002/bin.70043

Hege Tryggestad, Sigmund Eldevik, Ellie Kazemi, Sheri Kingsdorf, Svein Eikeseth

{"title":"Enhancing Supervisor's Feedback Skills During Paired Stimulus Preference Assessment","authors":"Hege Tryggestad, Sigmund Eldevik, Ellie Kazemi, Sheri Kingsdorf, Svein Eikeseth","doi":"10.1002/bin.70043","DOIUrl":"https://doi.org/10.1002/bin.70043","url":null,"abstract":"<div>\u0000 \u0000 <p>Effective staff training and supervision are vital in human care services, influencing staff performance and the quality of care. This study explores the effectiveness of an 8 h training program for Board Certified Behavior Analysts (BCBA) in providing performance feedback, specifically in the context of a Paired Stimulus (PS) preference assessment. The training consisted of 5 h of instruction, exercises, and discussions, followed by 3 h of Behavioral Skills Training (BST), emphasizing performance feedback as a pivotal component. Using a concurrent multiple probe design across four supervisors, the results demonstrated substantial improvement in supervisors' ability to provide performance feedback, which in turn enhanced supervisees PS preference assessment skills. Furthermore, two of the four supervisees demonstrated mastery of feedback-giving skills after receiving performance feedback and observing their supervisors being given feedback. The remaining two supervisees required direct instruction in feedback delivery in order to meet the mastery criteria. The study contributes to the limited literature on training supervisors to provide effective feedback and the importance of incorporating specific feedback-giving skills in supervision training programs.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272047","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}

引用次数: 0

Using Acceptance and Commitment Training and Behavior Skills Training to Enhance Therapist Pairing Skills 运用接纳与承诺训练与行为技巧训练提升治疗师配对技巧

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-08 DOI: 10.1002/bin.70050

Samantha Denegri, Rocco Catrone

{"title":"Using Acceptance and Commitment Training and Behavior Skills Training to Enhance Therapist Pairing Skills","authors":"Samantha Denegri, Rocco Catrone","doi":"10.1002/bin.70050","DOIUrl":"https://doi.org/10.1002/bin.70050","url":null,"abstract":"<div>\u0000 \u0000 <p>Pairing, sometimes called rapport building, is a technique used to contribute to therapeutic relationships and help establish instructional control with clients. While these skills have been explicitly trained in previous studies, engaging in these skills in natural therapeutic settings could be difficult due to environmental stressors common to these environments. In this regard, acceptance and commitment training (ACT) can be a useful supplement to traditional performance management techniques (e.g., training, feedback). The present study examined three operationalized presession pairing skills with three Registered Behavior Technicians (RBTs). A concurrent multiple probe design across participants was used to evaluate the use of ACT training on these skills. Participants were first exposed to a brief ACT module. Following monitoring of performance, participants whose percentage of skills fell below inclusionary criteria were provided with supplemental behavioral skills training (BST). Results suggest that ACT alone may result in temporary performance increases, however, 2 of 3 participants required additional support with BST to reach acceptable levels. In short, ACT may be an effective methodology to improve employee performance, but it likely should be a complement to effective training and performance management processes.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271981","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}

引用次数: 0

Application of Abductive Reasoning in Synthesized Contingency Assessments 溯因推理在综合权变评估中的应用

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-06 DOI: 10.1002/bin.70046

Elizabeth Parthum, Griffin Rooker, Kwadwo Britwum, Billie Retzlaff

引用次数: 0

Enhancing Group-Based Training to Promote Incidental Teaching and Differential Reinforcement in Inclusive Classrooms 加强小组训练促进全纳课堂的偶然教学和差异强化

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-01 DOI: 10.1002/bin.70042

John M. Falligant, Sacha T. Pence, Hastings Sears, Nadratu N. Nuhu

{"title":"Enhancing Group-Based Training to Promote Incidental Teaching and Differential Reinforcement in Inclusive Classrooms","authors":"John M. Falligant, Sacha T. Pence, Hastings Sears, Nadratu N. Nuhu","doi":"10.1002/bin.70042","DOIUrl":"https://doi.org/10.1002/bin.70042","url":null,"abstract":"<div>\u0000 \u0000 <p>Active engagement broadly refers to the use of incidental teaching strategies and reinforcement-based procedures to promote appropriate behavior, language, and skill acquisition in naturalistic instructional settings. Teaching instructional personnel (e.g., teachers, paraprofessionals) to consistently engage in these practices can be resource-intensive and difficult to scale. This study evaluated the effectiveness of a brief, group-based behavioral skills training model, combined with in situ feedback, to increase the use of incidental teaching and contingent reinforcement among trainees working with preschool-aged children with developmental disabilities in an inclusive classroom setting. Seven adults participated in the training, which included instruction, modeling, role-play, and feedback. Participants who did not meet performance criteria received in situ feedback during classroom activities. Results showed that most participants required in situ feedback to reach mastery, but once achieved, performance improvements were maintained for up to 20 weeks. These findings support the use of scalable training models that incorporate in situ feedback to promote active engagement strategies among emerging behavior analysts in applied educational settings.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145224043","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}

引用次数: 0

Evaluating Video Self-Modeling to Teach Medication Safety Skills to Children With Autism 评估视频自我建模对自闭症儿童药物安全技能的教育

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-01 DOI: 10.1002/bin.70047

Samantha Groom-Sheddler, Raymond Miltenberger, Rasha Baruni

引用次数: 0

A Survey of Expert Decision-Making in Functional Analysis Methodology 泛函分析方法中的专家决策研究综述

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-09-30 DOI: 10.1002/bin.70045

Audrey N. Hoffmann, Megan A. Boyle

引用次数: 0