Behavioral Interventions最新文献_第10页

Delay Discounting and Teacher Decision-Making of Behavioral Interventions 延迟折扣与教师行为干预决策

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-01 DOI: 10.1002/bin.70058

Allison N. Cascarilla, Matthew T. Brodhead, David J. Cox, Cherish M. Sarmiento

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Further Evaluation of a Fixed-Lean Approach to Facilitate Schedule Thinning Following Functional Communication Training 进一步评估固定精益方法在功能沟通培训后促进计划细化

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-01 DOI: 10.1002/bin.70057

Alexandra Ramirez, Yanerys León, Janelle Bacotti

{"title":"Further Evaluation of a Fixed-Lean Approach to Facilitate Schedule Thinning Following Functional Communication Training","authors":"Alexandra Ramirez, Yanerys León, Janelle Bacotti","doi":"10.1002/bin.70057","DOIUrl":"https://doi.org/10.1002/bin.70057","url":null,"abstract":"<p>Multiple schedules are commonly used to thin the schedule of reinforcement following functional communication training (FCT). Approaches to multiple schedule thinning have included: progressively increasing the duration of the S<sup>Δ</sup>, rapidly alternating S<sup>D</sup> and S<sup>Δ</sup> components, and immediate introduction of fixed-lean schedules. In this study we (a) further evaluated the efficacy of a fixed-lean schedule (multiple schedule 60 s/240 s) during multiple schedule thinning and (b) further characterized response patterns during sequential application of schedule thinning approaches. Two of three participants maintained low rates of problem behavior and discriminated mands during the fixed-lean phase whereas the third participant required a more progressive schedule thinning approach. Results are discussed in terms of relative contributions of different behavioral mechanisms (i.e., extinction, habituation, and stimulus control) and potential predictive factors for responsiveness to schedule thinning procedures.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145406531","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

The Effects of Response-Stimulus Pairing on Toy Play and Stereotypy in Three Children on the Autism Spectrum in China 反应刺激配对对三名自闭症儿童玩具玩耍和刻板印象的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-23 DOI: 10.1002/bin.70056

Yan Li, Sheng Xu, Gabrielle T. Lee

引用次数: 0

Behavioral Skills Training to Increase Fidelity of Staff Searches at a Juvenile Residential Facility 行为技能训练，以提高工作人员在青少年住宿设施的搜查保真度

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-21 DOI: 10.1002/bin.70055

Ellie Morosohk, Raymond Miltenberger, Rasha Baruni, Jennifer Cook

引用次数: 0

Evaluation of a Sequential Extinction Procedure on Preference for Communication Modalities During Functional Communication Training 功能性沟通训练中对沟通方式偏好的顺序消退程序评估

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-20 DOI: 10.1002/bin.70053

Cynthia P. Livingston, Brittany H. Loder-Lafferty, Jessica P. Tran, Isaac J. Melanson, Mirela Cengher, Daniel Kwak

{"title":"Evaluation of a Sequential Extinction Procedure on Preference for Communication Modalities During Functional Communication Training","authors":"Cynthia P. Livingston, Brittany H. Loder-Lafferty, Jessica P. Tran, Isaac J. Melanson, Mirela Cengher, Daniel Kwak","doi":"10.1002/bin.70053","DOIUrl":"https://doi.org/10.1002/bin.70053","url":null,"abstract":"<p>Functional communication training is an effective and well-established intervention for socially maintained challenging behavior. Previous research determined that preference for functional communication responses (FCRs) influences treatment durability. This study extends previous research by evaluating the use of a sequential extinction procedure to establish a hierarchy of preference for FCR modalities within a treatment context. We taught participants different FCR modalities to access the same reinforcer maintaining challenging behavior and assessed modality preference via a concurrent operant mand modality preference assessment measuring FCR modality response allocation and challenging behavior. We then sequentially placed preferred modalities on extinction to establish a preference hierarchy and evaluate persistence of communication and challenging behavior during treatment challenges. Preference hierarchies were established for all participants within the context of treatment (functional communication training). Additionally, some challenging behavior was observed when preferred modalities were placed on extinction; however, effects were temporary and did not always persist across sequential extinction phases. These findings provide preliminary evidence to support teaching multiple communication modalities may lead to a more durable treatment. Implications for clinical practice and future research are discussed.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145366300","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

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