Behavioral Interventions最新文献

The Teacher as Performance Manager of Behavioral Data Collection in the Classroom 教师作为课堂行为数据收集的绩效管理者

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-04-10 DOI: 10.1002/bin.70091

Jenan Almarzooqi, Joseph Ricciardi, Tricia Choy, David Castleman, Kristen Parris, Serra Langone, Kelly Palombo, Robin Codding

{"title":"The Teacher as Performance Manager of Behavioral Data Collection in the Classroom","authors":"Jenan Almarzooqi, Joseph Ricciardi, Tricia Choy, David Castleman, Kristen Parris, Serra Langone, Kelly Palombo, Robin Codding","doi":"10.1002/bin.70091","DOIUrl":"10.1002/bin.70091","url":null,"abstract":"<div>\u0000 \u0000 <p>Recording behavioral data is an essential intervention component for students with challenging behavior. However, a large percentage of behavior analysts experience various forms of data collection integrity (DCI) problems: data not collected, not collected as prescribed, and collected with questionable accuracy. There is limited research demonstrating strategies to improve DCI in applied settings, and even fewer studies addressing problematic data collection in special education classrooms. We evaluate the effect of training classroom teachers to apply well-established performance management strategies (prompting, checking, praising, and correcting, in vivo) on DCI in classrooms supporting students with severe special needs and behavior disorders. Following intervention, we found that all teachers were able to arrange their classrooms to be more favorable for behavioral data collection and apply performance management skills with positive effects. The resulting improvements in DCI were maintained for 12 weeks in 2 of 3 classrooms. An extension of the same study in a novel classroom replicated the original results and demonstrated that adding a positive reinforcement contingency can improve stability of performance management skills with a greater positive impact on DCI. We discuss the benefits of training teachers to function as performance managers of this essential educational task.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147668508","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

The Effects of Peers Versus Adults on Observational Conditioning-By-Denial 同伴与成人对拒绝条件反射的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-04-10 DOI: 10.1002/bin.70100

Jessica Singer-Dudek, Hung Chang, Jennifer Longano, R. Douglas Greer

{"title":"The Effects of Peers Versus Adults on Observational Conditioning-By-Denial","authors":"Jessica Singer-Dudek, Hung Chang, Jennifer Longano, R. Douglas Greer","doi":"10.1002/bin.70100","DOIUrl":"10.1002/bin.70100","url":null,"abstract":"<div>\u0000 \u0000 <p>The Observational Conditioning-by-Denial Intervention (OCDI) has been shown to establish new conditioned reinforcers when peers served as confederates. The present study used a pre-post intervention design with an embedded reversal design to test whether observing an adult confederate instead of a peer yielded similar results for three preschool-aged participants. In the first intervention condition, an initially neutral stimulus was delivered to an adult confederate while the participant observed and was continually denied access to the stimulus following simultaneous responding to a given task. The intervention was introduced for a minimum of eight sessions and continued until one of the following termination criteria was obtained: (a) a decrease in correct responding to zero, (b) orienting responses to the neutral stimulus or mands for the stimulus decreased across sessions, or (c) two or more mands were emitted by the participant for the stimulus across consecutive sessions. The second intervention condition was identical to the first except a peer served as the confederate. The results indicated that the OCDI effectively altered the reinforcement value of the initially neutral stimuli across all participants only when peers served as confederates. These findings extend previous OCDI research by demonstrating that the peer plays a significant role in the conditioning of reinforcers through observation.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147668509","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

Comprehensive Psychometric Evaluation of the Assessment of Basic Language and Learning Skills-Revised and the Assessment of Functional Living Skills 基本语言和学习技能评估的综合心理测量学评价-修订和功能生活技能评估

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-28 DOI: 10.1002/bin.70092

Thomas W. Frazier, Nissa Van Etten, Richard M. Kubina Jr., Allison Frazier, Michael Mueller, Mirko Uljarevic

{"title":"Comprehensive Psychometric Evaluation of the Assessment of Basic Language and Learning Skills-Revised and the Assessment of Functional Living Skills","authors":"Thomas W. Frazier, Nissa Van Etten, Richard M. Kubina Jr., Allison Frazier, Michael Mueller, Mirko Uljarevic","doi":"10.1002/bin.70092","DOIUrl":"10.1002/bin.70092","url":null,"abstract":"<p>Neurodevelopmental disabilities, including autism spectrum disorder, have increased in prevalence, highlighting the need for reliable and valid instruments that guide behavioral interventions. This study reports a comprehensive psychometric evaluation of the Assessment of Basic Language and Learning Skills–Revised (ABLLS-R) and the Assessment of Functional Living Skills (AFLS). Strong unidimensionality, adequate or better reliability, and good convergent and known-groups validity were hypothesized across content areas. Using assessment data from 41,912 unique individuals (89,733 total administrations), multiple reliability and validity analyses were conducted. Most content areas showed unidimensionality, excellent internal consistency (<i>α</i> ≥ 0.88), and fair to excellent test–retest reliability (all ABLLS-R <i>r</i><sub>xx</sub> ≥ 0.40 and all AFLS <i>r</i><sub>xx</sub> ≥ 0.60). The correlation between ABLLS-R and AFLS total scores was high (<i>r</i> = 0.82). Known-groups validity was supported, with expected differences between individuals with and without intellectual disability. Results demonstrated that the ABLLS-R and AFLS have strong psychometric properties, supporting their utility in intervention planning and progress monitoring.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70092","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147579841","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

Quality of Life in Adults With Intellectual Disability: Observation-Measurement Findings and Social Validity Among Direct Service Providers 智力残疾成人的生活质量：直接服务提供者的观察-测量结果和社会效度

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-27 DOI: 10.1002/bin.70084

James K. Luiselli, Frank Bird, Jill M. Harper, Mary Jane Weiss, Amanda Duffy, Matt Dye

引用次数: 0

Establishing Hierarchical Classification Responding: Directly Trained and Emergent Responses 建立等级分类反应：直接训练和紧急反应

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-25 DOI: 10.1002/bin.70090

George H. Noell, Kristin A. Gansle, Hannah M. Sliman, Danielle M. De Lucia

引用次数: 0

Establishing Hierarchical Classification Responding: Directly Trained and Emergent Responses 建立等级分类反应：直接训练和紧急反应

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-25 DOI: 10.1002/bin.70090

George H. Noell, Kristin A. Gansle, Hannah M. Sliman, Danielle M. De Lucia

引用次数: 0

Evaluating a Web-Based Training to Teach Behavior Analysis Students to Implement Behavioral Skills Training 评估基于网络的行为分析学生实施行为技能训练的培训

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-22 DOI: 10.1002/bin.70089

Kate N. Gray, Raymond G. Miltenberger, Emma J. Walker

{"title":"Evaluating a Web-Based Training to Teach Behavior Analysis Students to Implement Behavioral Skills Training","authors":"Kate N. Gray, Raymond G. Miltenberger, Emma J. Walker","doi":"10.1002/bin.70089","DOIUrl":"https://doi.org/10.1002/bin.70089","url":null,"abstract":"<div>\u0000 \u0000 <p>Researchers have found that behavioral skills training (BST) is often effective for teaching safety skills to children and adults with and without developmental disabilities. Nonetheless, BST often requires substantial time from trained behavior analysts to implement with fidelity. Trainee-implemented BST may allow many children to access high-quality safety skills training while not requiring the presence of a behavior analyst. A web-based module may be a cost-effective and easily accessible option for parents, teachers, or Registered Behavior Technicians to teach children these safety skills. The researchers used a nonconcurrent multiple baseline across participants design to evaluate the effectiveness of a web-based training to teach behavior analysis students to implement BST to teach medication safety skills to children with developmental disabilities. The web-based training increased treatment fidelity of one student up to at least 90% fidelity across three consecutive sessions, while two other participants required feedback to reach mastery criterion.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567756","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 a Web-Based Training to Teach Behavior Analysis Students to Implement Behavioral Skills Training 评估基于网络的行为分析学生实施行为技能训练的培训

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-22 DOI: 10.1002/bin.70089

Kate N. Gray, Raymond G. Miltenberger, Emma J. Walker

{"title":"Evaluating a Web-Based Training to Teach Behavior Analysis Students to Implement Behavioral Skills Training","authors":"Kate N. Gray, Raymond G. Miltenberger, Emma J. Walker","doi":"10.1002/bin.70089","DOIUrl":"https://doi.org/10.1002/bin.70089","url":null,"abstract":"<div>\u0000 \u0000 <p>Researchers have found that behavioral skills training (BST) is often effective for teaching safety skills to children and adults with and without developmental disabilities. Nonetheless, BST often requires substantial time from trained behavior analysts to implement with fidelity. Trainee-implemented BST may allow many children to access high-quality safety skills training while not requiring the presence of a behavior analyst. A web-based module may be a cost-effective and easily accessible option for parents, teachers, or Registered Behavior Technicians to teach children these safety skills. The researchers used a nonconcurrent multiple baseline across participants design to evaluate the effectiveness of a web-based training to teach behavior analysis students to implement BST to teach medication safety skills to children with developmental disabilities. The web-based training increased treatment fidelity of one student up to at least 90% fidelity across three consecutive sessions, while two other participants required feedback to reach mastery criterion.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567755","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 a Simple Reinforcement-Based Intervention to Improve Performance on Reading Comprehension Assessments 使用简单的强化干预提高阅读理解评估的表现

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-19 DOI: 10.1002/bin.70087

Cassidy Wells, Stephanie L. Mattson

{"title":"Using a Simple Reinforcement-Based Intervention to Improve Performance on Reading Comprehension Assessments","authors":"Cassidy Wells, Stephanie L. Mattson","doi":"10.1002/bin.70087","DOIUrl":"https://doi.org/10.1002/bin.70087","url":null,"abstract":"<div>\u0000 \u0000 <p>In elementary school contexts, students may have difficulties performing at grade-level on academic progress monitoring assessments, and these deficits may be more prevalent for students who have disabilities such as attention-deficit hyperactivity disorder (ADHD). For some students, their poor performance may be due to behavioral and motivational considerations and not a specific skill deficit in the skill domain, thus highlighting the need to evaluate simple, reinforcement-based interventions that can be used to address performance issues due to behavior. In the current brief report investigation, researchers employed an AB design with embedded changing criterion components to evaluate the effects of a contextually appropriate intervention to improve performance on reading comprehension assessments for a second-grade student receiving special education services in a rural public-school context. The participant demonstrated an increase in accurate responding on reading comprehension assessments after implementation of the intervention and he maintained performance at or above the specified criterion throughout the intervention condition. Further, all intervention procedures were implemented by the resource and inclusion classroom teacher and the participant's performance during the intervention condition aligned with the performance of his same-age peers.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567400","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 a Simple Reinforcement-Based Intervention to Improve Performance on Reading Comprehension Assessments 使用简单的强化干预提高阅读理解评估的表现

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-19 DOI: 10.1002/bin.70087

Cassidy Wells, Stephanie L. Mattson

{"title":"Using a Simple Reinforcement-Based Intervention to Improve Performance on Reading Comprehension Assessments","authors":"Cassidy Wells, Stephanie L. Mattson","doi":"10.1002/bin.70087","DOIUrl":"https://doi.org/10.1002/bin.70087","url":null,"abstract":"<div>\u0000 \u0000 <p>In elementary school contexts, students may have difficulties performing at grade-level on academic progress monitoring assessments, and these deficits may be more prevalent for students who have disabilities such as attention-deficit hyperactivity disorder (ADHD). For some students, their poor performance may be due to behavioral and motivational considerations and not a specific skill deficit in the skill domain, thus highlighting the need to evaluate simple, reinforcement-based interventions that can be used to address performance issues due to behavior. In the current brief report investigation, researchers employed an AB design with embedded changing criterion components to evaluate the effects of a contextually appropriate intervention to improve performance on reading comprehension assessments for a second-grade student receiving special education services in a rural public-school context. The participant demonstrated an increase in accurate responding on reading comprehension assessments after implementation of the intervention and he maintained performance at or above the specified criterion throughout the intervention condition. Further, all intervention procedures were implemented by the resource and inclusion classroom teacher and the participant's performance during the intervention condition aligned with the performance of his same-age peers.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567401","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