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The Use of Behavioral Skills Training to Teach Staff Discrete Trial Teaching
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-12-21 DOI: 10.1002/bin.2070
Tian Zheng, Leif Albright, Amanda Mahoney
{"title":"The Use of Behavioral Skills Training to Teach Staff Discrete Trial Teaching","authors":"Tian Zheng,&nbsp;Leif Albright,&nbsp;Amanda Mahoney","doi":"10.1002/bin.2070","DOIUrl":"https://doi.org/10.1002/bin.2070","url":null,"abstract":"<div>\u0000 \u0000 <p>Skilled therapists are critical to the achievement of a high level of treatment integrity in behavior-analytic programs. Behavior Skills Training (BST) has been used to train staff to correctly implement discrete trial teaching (DTT) in a variety of previous studies. The current study used a nonconcurrent multiple baseline design to evaluate BST with a brief video model on acquisition of DTT skills of staff with no previous exposure to this approach and no prior experience in DTT implementation. Maintenance was assessed 7 days after the intervention was discontinued. Results of this study (a) supported Clayton and Headley's study (2019) findings of the effectiveness of using BST to teach DTT to newly hired staff, (b) obtained more precise acquisition data by breaking down error correction step into more steps, and (c) indicated high level of acceptability of the procedure on social validity measures. The influences of the number of task steps and participants' previous learning profiles on correctly implementing DTT, and participants' patterns of occurred errors are discussed.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142868790","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
Examination of Athletes' Preferences for Practice Drills in a Group Response Restriction Analysis
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-12-20 DOI: 10.1002/bin.2073
Julie C. Crochet, Kwadwo O. Britwum, Griffin W. Rooker, Elizabeth T. Parthum
{"title":"Examination of Athletes' Preferences for Practice Drills in a Group Response Restriction Analysis","authors":"Julie C. Crochet,&nbsp;Kwadwo O. Britwum,&nbsp;Griffin W. Rooker,&nbsp;Elizabeth T. Parthum","doi":"10.1002/bin.2073","DOIUrl":"https://doi.org/10.1002/bin.2073","url":null,"abstract":"<div>\u0000 \u0000 <p>Two assessments derived from the applied behavior analysis (ABA) literature were conducted to understand rugby players' preferences for drills and the context in which their engagement was inconsistent. First, 32 female varsity rugby players aged 18 to 25 participated in a survey-based preference assessment. Next, 20 of the same players participated in an on-field response restriction (RR) preference assessment. Results from the survey-based preference assessment and the on-field response restriction preference assessment were consistent. Specifically, offensive and no-to-light contact drills were preferred over defensive and heavy contact drills. Implications of these findings are discussed in the context of group-based preference assessments and how using ABA procedures may benefit varsity sports coaching to improve athlete performance.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142868902","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
Teaching Reciprocal Tacting to Children With Autism
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-12-14 DOI: 10.1002/bin.2069
Meral Koldas, Sarah Connolly, Juliana Sequeira Cesar de Oliveira, Whitney Trapp, M. Alice Shillingsburg
{"title":"Teaching Reciprocal Tacting to Children With Autism","authors":"Meral Koldas,&nbsp;Sarah Connolly,&nbsp;Juliana Sequeira Cesar de Oliveira,&nbsp;Whitney Trapp,&nbsp;M. Alice Shillingsburg","doi":"10.1002/bin.2069","DOIUrl":"https://doi.org/10.1002/bin.2069","url":null,"abstract":"<p>Expanding tact repertoires in children with autism spectrum disorder (ASD) is often emphasized in early intensive behavioral intervention. While there are empirically validated teaching strategies for increasing tact repertoires in learners with ASD, strategies to support the use of acquired tacts within a shared social experience is an area that is less established. The current study employed a multiple probe design across participants to teach three children with ASD to identify and reciprocally label items as a response to tacts emitted by a social partner (i.e., reciprocal tacting) using discrete trial teaching. Reciprocal tacting with a social partner was observed across participants as a result of the teaching procedure. After training, all participants generalized the skill of tacting in a novel and naturalistic social experience.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861231","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}
引用次数: 0
Variables Influencing Physical Activity for Children With Developmental Disabilities Who Exhibit Problem Behavior 影响有问题行为的发育障碍儿童体育活动的变量
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-12-14 DOI: 10.1002/bin.2067
Cynthia P. Livingston, Delaney E. Schneider, Isaac J. Melanson, Sarah E. Martinez, Heather Anderson, Samantha J. Bryan
{"title":"Variables Influencing Physical Activity for Children With Developmental Disabilities Who Exhibit Problem Behavior","authors":"Cynthia P. Livingston,&nbsp;Delaney E. Schneider,&nbsp;Isaac J. Melanson,&nbsp;Sarah E. Martinez,&nbsp;Heather Anderson,&nbsp;Samantha J. Bryan","doi":"10.1002/bin.2067","DOIUrl":"https://doi.org/10.1002/bin.2067","url":null,"abstract":"<p>Physical activity is associated with several health and non-health-related benefits for children with and without disabilities. Most children do not meet the Centers for Disease Control and Prevention's recommendation of at least 60 min of moderate-to-vigorous physical activity daily. Children with intellectual and developmental disabilities (IDD) are even less likely to meet these standards than their neurotypical peers. Thus, there is a need to identify ways to combat physical inactivity by identifying variables influencing physical activity in this population. The present study assessed the effects of activity contexts (Experiment 1) and social and nonsocial consequences (Experiment 2) on physical activity and problem behavior for children diagnosed with autism spectrum disorder (ASD) who exhibited problem behavior. In both experiments, we identified one or more conditions that effectively increased physical activity relative to a control. Additionally, little to no problem behavior was observed.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861230","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}
引用次数: 0
Comparing Similar and Dissimilar Competing Responses for Tic Management
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-12-12 DOI: 10.1002/bin.2068
Kissel J. Goldman, Heather Simpson Martin, Iser G. DeLeon
{"title":"Comparing Similar and Dissimilar Competing Responses for Tic Management","authors":"Kissel J. Goldman,&nbsp;Heather Simpson Martin,&nbsp;Iser G. DeLeon","doi":"10.1002/bin.2068","DOIUrl":"https://doi.org/10.1002/bin.2068","url":null,"abstract":"<div>\u0000 \u0000 <p>Competing-response training is an important component of Habit-Reversal Therapy. Competing responses are recommended to be incompatible with tics. However, research on the efficacy of non-incompatible (“dissimilar”) competing responses is scant. We conducted two experiments with individuals with tics who had at least one established incompatible (“similar”) competing response and completed Habit-Reversal Therapy previously. In Experiment 1, we compared similar and dissimilar competing responses in terms of tics reduction and interference with ongoing activities. In Experiment 2, we assessed the maintained effectiveness of dissimilar competing responses over multiple exposures, preference among competing response types, and the effects of similar and dissimilar competing responses on non-targeted tics. Across both experiments, we observed similar tic reduction and disruption of ongoing activity when participants used either competing response type. Engagement was generally greater in dissimilar competing responses. We discuss potential implications for clinicians and areas of future research.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861044","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
Television's Mixed Messages: Choose the Best and Mute the Rest (The Sequel) 电视的混合信息：择其善者而从之（续集）
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-12-10 DOI: 10.1002/bin.2066
Kimberly A. Schreck, Jonathan Lyon, Julia Leslie, Samara Wilson
{"title":"Television's Mixed Messages: Choose the Best and Mute the Rest (The Sequel)","authors":"Kimberly A. Schreck,&nbsp;Jonathan Lyon,&nbsp;Julia Leslie,&nbsp;Samara Wilson","doi":"10.1002/bin.2066","DOIUrl":"https://doi.org/10.1002/bin.2066","url":null,"abstract":"<p>Media's framing of autism treatment practices may significantly impact parents' and professionals' choices. This study examined the trends of media's framing of evidence-based practices (EBP) and non-evidence-based practices (NEBP) within television transcripts (<i>n</i> = 203) comparing previously published transcript data from 2000 to 2012 and new data from the subsequent decade (i.e., 2013–2022). Results indicated that EBPs received less overall television coverage than NEBPs. However, applied behavior analysis remained the most mentioned EBP. Although television networks framed NEBPs negatively, these treatment practices also received proportionately more positive statements than EBPs. Based on these results, behavior analysts must continue to disseminate to journalists and to influence media framing of EBPs for autism. If not, these continuing television media framing trends could result in potential harm to autistic individuals.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860943","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}
引用次数: 0
A Problem-Solving Tool for Single-Case Design Selection in Practice
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-11-30 DOI: 10.1002/bin.2065
Richard A. Colombo, Michele Wallace
{"title":"A Problem-Solving Tool for Single-Case Design Selection in Practice","authors":"Richard A. Colombo,&nbsp;Michele Wallace","doi":"10.1002/bin.2065","DOIUrl":"https://doi.org/10.1002/bin.2065","url":null,"abstract":"<div>\u0000 \u0000 <p>Single-case designs can rule out confounding variables with a variety of procedures which can be tailored to various contexts; thus, giving a practitioner the confidence in decision-making. Currently, some decision-making tools exist to help users with research questions; however, these tools may be less suited for the practice setting. This study aimed to develop and describe a problem-solving tool to assist clinicians in selecting SCDs in practice. After receiving survey results indicating the tool's potential utility, the tool was developed with input from subject matter experts and then evaluated in a preliminary study with six participants. All participants—either junior-status behavior analysts or graduate students in a behavior analytic program—reported feeling more confident in their selections and noted that the tool and table helped them consider additional factors relevant to the practice context. The implications of this tool within a supervisory model are discussed.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862318","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
Teaching delay tolerance to a child with Smith-Magenis syndrome in a classroom using a simplified approach 用简化方法在课堂上教授史密斯-马盖尼综合征患儿耐延迟能力
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-10-13 DOI: 10.1002/bin.2063
Mariah DeFreitas, Tyler Womack, Tricia Choy, Joseph N. Ricciardi
{"title":"Teaching delay tolerance to a child with Smith-Magenis syndrome in a classroom using a simplified approach","authors":"Mariah DeFreitas,&nbsp;Tyler Womack,&nbsp;Tricia Choy,&nbsp;Joseph N. Ricciardi","doi":"10.1002/bin.2063","DOIUrl":"https://doi.org/10.1002/bin.2063","url":null,"abstract":"<p>Delay tolerance training is used to teach children to accept delayed access to a requested item or event without exhibiting challenging behaviors. It is used during schedule thinning following acquisition of a functional communication response (FCR) or trained on its own in a skills-based treatment package. Typically, delay tolerance training occurs in a clinic or hospital, and rarely in a school classroom. Most often delay tolerance training has been used with children with autism spectrum disorder (ASD). This study integrated findings from previous research on delay tolerance training to evaluate training in a classroom, with a child with Smith-Magenis syndrome, using a simplified protocol. The training resulted in acquisition of delay tolerance for 5 min from a baseline of 32 s (average). The participant's teachers were then trained to use similar strategies throughout the school day and quickly acquired and applied the procedure with reported benefits.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142664859","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 self-management strategies to improve toothbrushing for adults in supported community living 利用自我管理策略改善辅助社区生活中成年人的刷牙情况
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-10-09 DOI: 10.1002/bin.2062
Gatwech Miak, Thomas Zane, Robin M. Kuhn, Lynn Koegel
{"title":"Using self-management strategies to improve toothbrushing for adults in supported community living","authors":"Gatwech Miak,&nbsp;Thomas Zane,&nbsp;Robin M. Kuhn,&nbsp;Lynn Koegel","doi":"10.1002/bin.2062","DOIUrl":"https://doi.org/10.1002/bin.2062","url":null,"abstract":"<p>Hygiene is an important area related to personal health and socialization. Regular toothbrushing can prevent painful procedures related to tooth decay and gum disease and reduce bad breath and plaque that may interfere with social and professional acceptance. Unfortunately, many individuals with disabilities do not engage in regular and thorough preventative dental hygiene, placing them at risk for oral disease. Using a multiple baseline design, three participants who independently brushed their teeth but did not brush frequently or thoroughly were taught to self-evaluate and record using a self-management (SM) checklist. The findings of this study suggest that SM may be a helpful method for improving the frequency and quality of toothbrushing. Outcomes regarding supporting individuals to achieve maximal independence in these essential life skills are discussed.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142664687","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
Program evaluation of a specialized treatment home for adults with severe challenging behavior 为有严重挑战行为的成年人提供的专门治疗之家的项目评估
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-10-05 DOI: 10.1002/bin.2059
Thurka Thillainathan, Bruce Linder, Alison D. Cox
{"title":"Program evaluation of a specialized treatment home for adults with severe challenging behavior","authors":"Thurka Thillainathan,&nbsp;Bruce Linder,&nbsp;Alison D. Cox","doi":"10.1002/bin.2059","DOIUrl":"https://doi.org/10.1002/bin.2059","url":null,"abstract":"<p>Individuals with intellectual and developmental disabilities who engage in severe challenging behavior may comprise 5%–10% of the clinical population. Unfortunately, challenging behavior literature tends to underrepresent adult participants and emphasize efficacy (Does the intervention work?) more often than effectiveness (Does the intervention work in <i>real world</i> settings?). We conducted a systematic program evaluation to examine the <i>effectiveness</i> of a comprehensive behavioral treatment package using a hybrid quasi-experimental consecutive case series design featuring eight adults who experienced the treatment package. The results depicted a substantial decrease in challenging behavior and increase in adaptive behavior across sessions for most participants. Impressive treatment integrity outcomes (<i>M =</i> 84%, range, 82%–90%) showcased that the intervention was implemented as intended. Social validity surveys administered to participants, caregivers, and case managers provide support for the acceptability of the treatment package. Project limitations, clinical considerations, and future directions are discussed.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142664620","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}
引用次数: 0
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