Behavioral Interventions最新文献

A Review of Risk of Bias Assessments Within Literature Reviews and Meta-Analyses Published in Behavior-Analytic Journals 行为分析期刊上发表的文献综述和荟萃分析中的偏倚风险评估综述

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-10-17 DOI: 10.1002/bin.70152

Angela Fuhrmann-Knowles, Danielle Cohen, Adriana (Adie) Anderson

{"title":"A Review of Risk of Bias Assessments Within Literature Reviews and Meta-Analyses Published in Behavior-Analytic Journals","authors":"Angela Fuhrmann-Knowles, Danielle Cohen, Adriana (Adie) Anderson","doi":"10.1002/bin.70152","DOIUrl":"https://doi.org/10.1002/bin.70152","url":null,"abstract":"<div>\u0000 \u0000 <p>Systematic literature reviews and meta-analyses that follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines are commonly published within behavior-analytic literature. One PRISMA guideline involves conducting a risk of bias assessment. Given the prevalence of PRISMA reviews in behavior-analytic literature, evaluating how often this type of assessment is included within reviews may be useful. The purpose of this review was to identify the inclusion of risk of bias assessments as outlined by PRISMA in systematic literature reviews and meta-analyses published within behavior-analytic journals. Articles published between March 29, 2021, and March 31, 2026, were evaluated to assess the inclusion of this assessment since the most recent PRISMA guidelines published on March 29, 2021. For articles that included a risk of bias assessment, the quality of the assessment was also evaluated. Eighty articles met inclusion for this review and six included a risk of bias assessment. Across those six articles, quality scores ranged from 6/10 (partially aligned) to 8/10 (aligned), with an average score of 7 (aligned). These findings may help ensure that systematic reviews using PRISMA guidelines are conducted with consistency and quality. Future directions and implications of these results are discussed.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205964","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

A Systematic Review of Tangible Reinforcers During Functional Communication Training 功能沟通训练中有形强化物的系统回顾

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-10-07 DOI: 10.1002/bin.70147

Hunter C. King, Alexander M. Pauls, Seth King, Hannah Kelly-McFarland, Katie Romzek, Kaitlyn R. Sears, Eva Burch

{"title":"A Systematic Review of Tangible Reinforcers During Functional Communication Training","authors":"Hunter C. King, Alexander M. Pauls, Seth King, Hannah Kelly-McFarland, Katie Romzek, Kaitlyn R. Sears, Eva Burch","doi":"10.1002/bin.70147","DOIUrl":"https://doi.org/10.1002/bin.70147","url":null,"abstract":"<div>\u0000 \u0000 <p>We conducted a systematic review of the functional communication training literature to synthesize the types of high- and low-tech stimuli included in functional communication training and their associated levels of social validity. Our search was restricted to studies published in 2010 or later, marking the introduction of the Apple iPad. We identified 116 studies comprising 250 participant-level FCT applications. We summarized participant characteristics, the types of high- and low-tech stimuli incorporated into treatment procedures, assessments used to identify stimuli, the extent to which social validity was evaluated for applications with high- and low-tech stimuli, and social validity outcomes. Findings suggest that tablet devices were the most common high-tech stimuli, whereas edibles were the most common low-tech stimuli, and that applications involving these types of stimuli were associated with moderate to high levels of social validity. We discuss these findings with respect to considerations surrounding the incorporation of high-tech stimuli in the assessment and treatment of challenging behavior.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146204","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 Adults to Recognize and Respond to Suspected Opioid Overdose: A Proof-of-Concept Evaluation 教导成年人识别和应对疑似阿片类药物过量：概念验证评估

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-10-03 DOI: 10.1002/bin.70150

Jason C. Vladescu, Sarah G. Segal, Lauren K. Schnell-Peskin, Jessica Day

{"title":"Teaching Adults to Recognize and Respond to Suspected Opioid Overdose: A Proof-of-Concept Evaluation","authors":"Jason C. Vladescu, Sarah G. Segal, Lauren K. Schnell-Peskin, Jessica Day","doi":"10.1002/bin.70150","DOIUrl":"https://doi.org/10.1002/bin.70150","url":null,"abstract":"<div>\u0000 \u0000 <p>The opioid crisis remains a major public health emergency in the United States, with over 100,000 drug overdose deaths reported in 2023, nearly 80,000 involving opioids. Naloxone is available over the counter and can reverse the effects of opioid overdose, but responding effectively requires more than operating the device. Bystanders must discriminate suspected overdose from other presentations, administer naloxone, contact emergency services, monitor the person, and decide whether to repeat dosing. Overdose education and naloxone distribution programs typically evaluate outcomes with knowledge tests and self-report, whereas direct measures of this response chain are rare. In this proof-of-concept evaluation, we developed task analyses and a contingency-based simulation to directly measure the response of three adults, and we evaluated behavioral skills training (BST) in a nonconcurrent multiple baseline across participants design. During baseline, the naloxone trainer and the manufacturer's written directions were available. No participant met the mastery criterion and steps included in the directions were rarely performed. Following BST, all participants demonstrated mastery-level responding across the three training scenarios, correct responding during context-generalization probes, and returned high social validity ratings. We discuss what the current evaluation can and cannot conclude about training and the research that should follow on this socially important target response.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149145623","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

Training and Professional Development in Treatment Intensity Recommendations Among Practicing Behavior Analysts: A Preliminary Investigation 执业行为分析师在治疗强度建议方面的培训和专业发展：初步调查

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-10-01 DOI: 10.1002/bin.70146

Kristin M. Hustyi, Marissa E. Yingling, Erica S. Ranade

引用次数: 0

Block by Block to Success: Teaching Subtraction With Regrouping to High School Students With Intellectual Disabilities Through a Manipulative-Supported Direct Instruction Package 一步一步走向成功：通过操作支持的直接教学包对高中智障学生进行减法重组教学

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-09-29 DOI: 10.1002/bin.70149

Serife Yucesoy-Ozkan, Turan Demirkiran, Gamze Aydin, Osman Yasar

{"title":"Block by Block to Success: Teaching Subtraction With Regrouping to High School Students With Intellectual Disabilities Through a Manipulative-Supported Direct Instruction Package","authors":"Serife Yucesoy-Ozkan, Turan Demirkiran, Gamze Aydin, Osman Yasar","doi":"10.1002/bin.70149","DOIUrl":"https://doi.org/10.1002/bin.70149","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined the effectiveness of the manipulative-supported direct instruction package for teaching three-digit subtraction with regrouping to high school students with intellectual disabilities. In addition to examining acquisition, the study evaluated whether accurate responding occurred after the removal of the manipulatives, whether performance was maintained over extended follow-up intervals, whether responding was generalized to computer-presented subtraction problems, and teachers' evaluations of the intervention's goals, procedures, and outcomes. This study employed a multiple-probe design across participants. The current study included four high school students, aged 15–17 years, diagnosed with mild intellectual disabilities and enrolled in a special education vocational school. Findings indicated that three participants acquired the target behavior, achieving 80% or higher accuracy, maintained it for 4–12 weeks after instruction, and generalized it to computer-based tasks without manipulatives. Teachers provided positive feedback on the study's purpose, the acceptability of the intervention, and the significance of the results. The study contributes to the limited research on high school students and supports the integration of effective instructional practices into real-world classrooms. Implications for future research include exploring the combined use of physical and virtual manipulatives, broader measures of generalization, and contextual influences on learning outcomes.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146789","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

Dravet Syndrome: A Primer for Behavior Analysts 德拉韦特综合症：行为分析入门

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-09-26 DOI: 10.1002/bin.70148

Isabel B. Hayes, Kasey E. Bedard, A. Delyla Ulm, Veronica Robbins-Hood

{"title":"Dravet Syndrome: A Primer for Behavior Analysts","authors":"Isabel B. Hayes, Kasey E. Bedard, A. Delyla Ulm, Veronica Robbins-Hood","doi":"10.1002/bin.70148","DOIUrl":"https://doi.org/10.1002/bin.70148","url":null,"abstract":"<p>Dravet syndrome (DS) is a rare and severe developmental and epileptic encephalopathy that is characterized by prolonged seizures beginning in the first year of life, followed by debilitating and complex features, including sleep disturbances, feeding problems, social-emotional difficulties, speech deficits, and cognitive and motor impairments. While research with the DS population has been primarily focused on reducing seizures and other medical symptoms of DS, caregivers report many additional symptoms, such as behavior and cognitive impairment, that significantly impact their loved one with DS and the caregiver and family quality of life. As is common in rare disease research, medical and pharmacological research often takes precedent due to the significant burden of disease. However, therapies based on the science of applied behavior analysis could potentially address the behaviors, skill deficits, and cognitive challenges associated with DS. This article aims to provide an introduction to the complex and unique characteristics of DS for those working in the field of behavior analysis, with the hope of facilitating innovative research to discover effective applied behavior analytic interventions and treatments to help individuals with DS receive the needed supports and live a higher quality of life.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149048544","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

It’s Not Writer’s Block: A Resource Guide for Improving Writing Productivity 这不是作家的障碍：提高写作效率的资源指南

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-09-24 DOI: 10.1002/bin.70145

James K. Luiselli

引用次数: 0

A Proof-of-Concept Study Investigating Biofeedback Manipulations During a Common Dysphagia Assessment in Healthy Adults 一项概念验证研究调查了健康成人常见吞咽困难评估中的生物反馈操作

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-09-22 DOI: 10.1002/bin.70144

J. Logan Gibson

{"title":"A Proof-of-Concept Study Investigating Biofeedback Manipulations During a Common Dysphagia Assessment in Healthy Adults","authors":"J. Logan Gibson","doi":"10.1002/bin.70144","DOIUrl":"https://doi.org/10.1002/bin.70144","url":null,"abstract":"<div>\u0000 \u0000 <p>Dysphagia is a complex medical condition denoted by difficulty or the inability to swallow. Although swallowing is a complex skill, strength deficits in individual muscle groups may contribute to dysfunction of the overall response. One component of swallowing involves the suprahyoid muscles, which are commonly assessed and trained with the tongue press exercise. Standard Verbal Encouragement (SVE) is frequently used to estimate maximum voluntary isometric contractions during assessment; however, this approach may underestimate true muscular capacity. A previously termed reinforcement-based maximum voluntary isometric contraction (RMVIC) strategy, in which surface electromyography-informed auditory feedback is systematically manipulated, has previously produced higher contraction values than SVE when applied to the vastus medialis oblique and pelvic floor muscles. The present study replicated and extended this strategy to the tongue press response. Using a single-case reversal design, tongue press contractions were compared across SVE and RMVIC conditions in three healthy adults. A secondary analysis focused specifically on the removal of established feedback. Results indicated that the RMVIC arrangement consistently produced higher contraction magnitudes than SVE across participants, particularly when feedback was withdrawn following a successful response history. These findings suggest that prescribed biofeedback manipulation may improve estimates of maximal voluntary effort in the muscles involved in swallowing and warrant further investigation in clinical populations.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149047912","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

Changes in Curriculum Assessment Scores Associated With Early Intensive Behavioral Intervention in a Routine Clinical Care Setting 常规临床护理中早期强化行为干预与课程评估分数的关系

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-09-05 DOI: 10.1002/bin.70142

Linda A. LeBlanc, Brent A. Kaplan, Kelsie Thompson, Alec Sweatman, Charna Mintz

{"title":"Changes in Curriculum Assessment Scores Associated With Early Intensive Behavioral Intervention in a Routine Clinical Care Setting","authors":"Linda A. LeBlanc, Brent A. Kaplan, Kelsie Thompson, Alec Sweatman, Charna Mintz","doi":"10.1002/bin.70142","DOIUrl":"https://doi.org/10.1002/bin.70142","url":null,"abstract":"<div>\u0000 \u0000 <p>Early intensive behavioral intervention (EIBI) is designed to establish critical social, cognitive, language, and adaptive repertoires. The current study examines changes in scores and growth curves on the most commonly used curriculum assessment, the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), in a routine clinical care setting for autistic children in EIBI services. It is also the first study to examine how correlations between VB-MAPP scores and the Vineland Adaptive Behavior Scale–Third Edition (VABS-III) (i.e., a norm-referenced measure) throughout treatment. The mean VB-MAPP change score was 69.6 points in about 1.5 years of treatment, with the greatest change occurring between the first and second assessments (i.e., initially steep growth curves that lessen in slope over time). The VABS-III communication domain, adaptive behavior composite, and socialization domain had moderate to strong correlations with VB-MAPP scores and those correlations became stronger throughout the treatment process. Age was a predictor of initial VB-MAPP scores (i.e., lower age, lower score), supporting the importance of early identification and access to treatment. Children who exited services prematurely made progress in treatment, but more slowly than children who remained in services until a recommended discharge.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942386","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

Comparison of Caregiver and Child Mand Modality Preferences Using Sequential Extinction During Functional Communication Training 在功能沟通训练中使用序贯消退的照料者与儿童及情态偏好的比较

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-09-05 DOI: 10.1002/bin.70136

Amaya M. Rocheleau, Cynthia P. Livingston

{"title":"Comparison of Caregiver and Child Mand Modality Preferences Using Sequential Extinction During Functional Communication Training","authors":"Amaya M. Rocheleau, Cynthia P. Livingston","doi":"10.1002/bin.70136","DOIUrl":"https://doi.org/10.1002/bin.70136","url":null,"abstract":"<p>Functional communication training has been found to be an effective treatment for individuals with developmental disabilities who exhibit challenging behavior. Despite strong empirical support, variables such as preference for the functional communication response modality may influence its effectiveness. Incorporating both child and caregiver preferences into functional communication training remains important to both the social validity and efficacy of treatment. The purpose of this study was to extend previous research by replicating a sequential extinction procedure to establish a preference hierarchy for functional communication response modalities within the context of functional communication training. Next, we compared caregiver-reported preference hierarchies collected before and after viewing their child's preference data and to their child's preference hierarchies. The sequential extinction procedure resulted in the establishment of a preference hierarchy with minimal and transient challenging behavior for all child participants. One caregiver's reported preference shifted to align with the child's following viewing their child's preference data.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70136","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942387","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