Behavioral Interventions最新文献

{"title":"Teaching Tacts of Tactile Stimuli to Children With Autism Spectrum Disorder","authors":"Megan L. Ruffo,&nbsp;Regina A. Carroll","doi":"10.1002/bin.70023","DOIUrl":"https://doi.org/10.1002/bin.70023","url":null,"abstract":"<p>There is limited research on teaching non-visual tacts (e.g., auditory, olfactory, tactile) to children with autism spectrum disorder. In the current study, children diagnosed with autism spectrum disorder were taught to tact tactile stimuli in a compound condition (i.e., tactile stimuli presented with visual cues), with probes in an isolated condition (i.e., tactile stimuli presented without visual cues) in a multiple probe design across sets. Results showed that the compound teaching condition was effective in teaching tacts of tactile stimuli for all three participants. Additionally, generalization occurred during the isolated probes for all three participants. This study contributes to the literature on teaching tacts of non-visual stimuli to children with autism spectrum disorder.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 3","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144524708","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":"An Evaluation of Haptic Feedback to Reduce Toe Walking","authors":"David A. Wilder,&nbsp;Kirra Flynn,&nbsp;Francesca Izquierdo,&nbsp;Christina Sheppard","doi":"10.1002/bin.70022","DOIUrl":"https://doi.org/10.1002/bin.70022","url":null,"abstract":"<div>\u0000 \u0000 <p>Haptic feedback involves the delivery of a vibratory stimulus contingent upon a behavior targeted for increase or decrease. Among other applications, it has been used to prompt initiation of social interactions and increase on-task time in children with disabilities. In the current study, we used a combination reversal and nonconcurrent multiple baseline design to evaluate haptic feedback delivered via a bracelet to reduce toe walking exhibited by an adolescent with autism and a typically developing young adult. The feedback was effective to reduce toe walking to low levels. In addition, participants reported that the bracelet was helpful to improve their gait. Participants also noted that they would be willing to wear the bracelet outside of research sessions. We discuss the possible behavioral mechanisms responsible for the effects of the haptic feedback and provide directions for future research.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 3","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144482258","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":"Review of Current Procedural Variations of the High-Probability Instructional Sequence","authors":"Amalix M. Flores,&nbsp;Catia Cividini-Motta,&nbsp;Holly N. Denette,&nbsp;Luisa T. Angelucci","doi":"10.1002/bin.70021","DOIUrl":"https://doi.org/10.1002/bin.70021","url":null,"abstract":"<div>\u0000 \u0000 <p>The high-probability instructional sequence (HPIS) is a widely used behavior analytical intervention comprising multiple components and procedural variations; therefore, identifying the key elements contributing to its efficacy is crucial. Twenty articles published between 2010 and 2022 met our inclusion criteria. We quantified the association between HPIS procedural variations and the intervention's efficacy. Across the studies included in this review, HPIS was associated with a moderately large effect or a large effect and deemed as effective for at least 60% of the data sets when (a) during the compliance assessment, compliance was exposed to appetitive consequences, (b) during the HPIS evaluation, the same combination of stimuli (e.g., edible and praise; tactile stimulus and praise) was delivered contingent on compliance with the high-p and low-p, and (c) during the HPIS evaluation different consequences were provided for compliance with the low-p and high-p and combined stimuli were presented as a reinforcer following compliance to low-p (i.e., praise for compliance with the high-p and praise and tactile stimulus for compliance with the low-p). The associations identified in this review can guide the design and implementation of HPIS in applied settings. Additionally, the results highlight the need for additional empirical evaluations of isolated and combined components of HPIS to determine their relative contribution to the intervention efficacy and to determine the generality of the results of previous studies.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 3","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144367484","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":"Preliminary Outcomes From a Brief Response Blocking Assessment","authors":"Cara L. Phillips,&nbsp;Meghan A. Deshais,&nbsp;Timothy R. Vollmer,&nbsp;Jennifer R. Zarcone","doi":"10.1002/bin.70020","DOIUrl":"https://doi.org/10.1002/bin.70020","url":null,"abstract":"<p>Although response blocking is widely used in the clinical treatment of problem behavior, research on the isolated effects of blocking is limited. Prior research has demonstrated the reductive effects of blocking by way of punishment or extinction. Contingent response blocking also has the potential to have a reinforcing effect or no effect on the blocked response. The purpose of the current study was to pilot a brief assessment designed to evaluate behavioral sensitivity to response blocking in the context of clinical practice. To address the challenges associated with assessing the effects of blocking on well-established problem behaviors, arbitrary responses were used. Results suggest that response blocking may have more disparate effects on responding than have previously been reported. Within-session analyses indicated that response blocking produced increases, decreases, and inconsistent effects on responding across participants. Clinical implications of these findings and avenues for future research on response blocking are outlined.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 3","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144323633","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":"The Question of Expertise and Scientific Rigor at ABA Conferences for CEUs: A Case Example and Analysis of the SexABA 2025 Conference","authors":"John T. Rapp,&nbsp;Margaret Ayres Boggs,&nbsp;Jennifer L. Cook,&nbsp;Sarah M. Richling,&nbsp;RyanRose Hatch","doi":"10.1002/bin.70019","DOIUrl":"https://doi.org/10.1002/bin.70019","url":null,"abstract":"","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 3","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144085248","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 Review of Strategies and Tactics of Behavioral Research and Practice (Fourth Edition)By James M. Johnston, Henry S. Pennypacker, and Gina Green, New York, NY: Routledge/Taylor and Francis, 526 pp. $57.00–$135.00. ISBN-10: 1138641596, ISBN-13: 978-1138641596","authors":"David A. Wilder,&nbsp;Sharlet D. Rafacz","doi":"10.1002/bin.70018","DOIUrl":"https://doi.org/10.1002/bin.70018","url":null,"abstract":"<div>\u0000 \u0000 <p>Johnston, Pennypacker, and Green's <i>Strategies and Tactics of Behavioral Research and Practice</i> (4th edition) is an updated edition of a classic behavior analytic research methods text. In this review, we describe the organization, features, and content of the fourth edition. We also offer some suggestions for instructors considering using the text. We conclude by noting that the fourth edition of <i>Strategies and Tactics of Behavioral Research and Practice</i> is an excellent choice for a behavior analytic class in research methods, single case design, or measurement. With an enhanced focus on practice, this edition is also a great resource for clinicians when evaluating the effects of their interventions.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 3","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143932348","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":"Utilizing the Teaching Interaction Procedure to Train Special Education Teachers in Behavioral Artistry","authors":"Amy R. Bukszpan,&nbsp;Justin B. Leaf,&nbsp;James G. O'Brien,&nbsp;Alex Lewis,&nbsp;Sarah Kristiansen,&nbsp;Jeridith Lord,&nbsp;Judah Axe,&nbsp;Mary Jane Weiss","doi":"10.1002/bin.70017","DOIUrl":"https://doi.org/10.1002/bin.70017","url":null,"abstract":"<div>\u0000 \u0000 <p>Special education teachers are asked to deliver high-quality instruction with compassion and care. Emerging literature suggests that the skills of “behavioral artistry” are socially valid among caregivers of children with developmental disabilities, but the training of these skills in teachers has yet to be developed and evaluated. This study extended work by Bukszpan et al. (2023, https://doi.org/10.1002/bin.1963) by assessing the effectiveness of the teaching interaction procedure (TIP) in training skills of behavioral artistry to six special education teachers. The results demonstrated that skills of behavioral artistry could be taught and maintained through the utilization of TIP, which extended previous research on this topic. Further, assessments of social validity rated the intervention and dependent variable highly favorable among participants as well as caretakers of school age children.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 3","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143925768","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 Choice Analysis of Food Stealing Consequences in Children With Autism","authors":"Brandon E. McCord,&nbsp;Liming Zhou,&nbsp;Xiaoyi Hu","doi":"10.1002/bin.70010","DOIUrl":"https://doi.org/10.1002/bin.70010","url":null,"abstract":"<div>\u0000 \u0000 <p>A choice paradigm was used to examine food stealing across options with and without social consequences for 18 primarily autistic children. Ten children stole from the option lacking social consequences suggesting automatic reinforcement. Six children stole from both options suggesting multiple control. One child stole exclusively from the option that produced access to attention suggesting social reinforcement, and one child refrained from stealing. Overall, stealing maintained without social consequences for 16 of 17 (94.1%) children. In eight cases, stealing either failed to maintain or never occurred when the social contingency was examined in isolation. Our results suggest that children's food stealing may largely be automatically reinforced. Analysis and discussion of interpretational errors in concurrent operant and single schedule arrangements is provided, along with recommendations for error mitigation.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143846172","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":"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}