Behavioral Interventions最新文献_第2页

Identifying Reliable Change in Outcome Assessments for Behavioral Interventions

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2025-03-01 DOI: 10.1002/bin.70007

Thomas W. Frazier, Maria Helton, Celine Akouri, Lacey Chetcuti, Mirko Uljarevic

{"title":"Identifying Reliable Change in Outcome Assessments for Behavioral Interventions","authors":"Thomas W. Frazier, Maria Helton, Celine Akouri, Lacey Chetcuti, Mirko Uljarevic","doi":"10.1002/bin.70007","DOIUrl":"https://doi.org/10.1002/bin.70007","url":null,"abstract":"<p>Behavioral interventions have demonstrated group-level benefits for a variety of behavioral presentations and conditions. The ability to capture and quantify reliable individual-level change during the course of behavioral interventions is essential for making rational clinical management decisions. Recently, the neurobehavioral evaluation tool (NET) was developed and revised for use within behavioral intervention outcome assessment. Traditional, practice-adjusted, and standardized regression-based reliable change indices (RCIs) were calculated for the NET domains to provide reliable change norms. In two samples (Ns = 498 and 125), traditional RCIs indicated that reliable symptom reductions and skill improvements needed to be +/− 0.7 to 1.3 SDs across domains. Standardized regression-based change norms indicated that slightly smaller magnitude changes are required to be considered reliable. NET-derived RCIs can be used to inform clinical management during behavioral interventions. Regression-based RCIs may be particularly useful for guiding clinical management for individuals with very high symptoms/very low skills at baseline.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143521878","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

Standardized to Individualized Behavior Analytic Toilet Training Package for Autistic Preschoolers

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2025-02-27 DOI: 10.1002/bin.70006

Jessica A. Osos, Thomas S. Higbee, Mattie L. Mecham, Makenna P. Carnesecca, Devanio J. Cousins, Mina R. Mendoza, Nicholas A. Lindgren

{"title":"Standardized to Individualized Behavior Analytic Toilet Training Package for Autistic Preschoolers","authors":"Jessica A. Osos, Thomas S. Higbee, Mattie L. Mecham, Makenna P. Carnesecca, Devanio J. Cousins, Mina R. Mendoza, Nicholas A. Lindgren","doi":"10.1002/bin.70006","DOIUrl":"https://doi.org/10.1002/bin.70006","url":null,"abstract":"<div>\u0000 \u0000 <p>Autistic children often have difficulties learning to transition out of diapers and controlling continence. Due to this, children on the spectrum may require a more systematic toilet training protocol than what parents may use with typically developing children. Most published toilet training procedures with this population include some form of punishment as a component of the treatment package, which may raise ethical concerns. Thus, the purpose of the present investigation was to examine the effects of a standardized behavior analytic toilet training package without a punishment that included the following components: 1) preference assessment, 2) request training, 3) differential reinforcement for staying dry, 4) underwear, and 5) progressive sit schedule on the successful urinations in the toilet by young children with autism. For students who did not meet mastery criteria with the standardized training package, we implemented a contingent progressive sit schedule followed by the individualized interventions when necessary. Three of the five participants successfully learned how to urinate in the toilet with the standardized toilet training package alone. One participant required a contingent progressive sit schedule phase, and one participant required an individualized intervention to reach mastery. Four of the five participants maintained responding when the package was faded out over a 4-week period.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143513560","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

Punishment happens, but the state of behavior analysis is changing for the better

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2025-02-25 DOI: 10.1002/bin.2064

Sarah Ferrier, Mirela Cengher, Ally Clearfield

引用次数: 0

Improving Clothing and Grooming Appearance of Students With Neurodevelopmental Disabilities: Evaluation of a Measurement Checklist and Care Provider Intervention

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2025-02-22 DOI: 10.1002/bin.70004

Jessica Buckley, Jessica Brodeur, Melissa Clark, Frank Bird, James K. Luiselli

引用次数: 0

Correct to “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 : 2025-02-14 DOI: 10.1002/bin.70003

引用次数: 0

Comparing Equivalence-Based Instruction to a PowerPoint Video Lecture to Teach Differential Reinforcement Descriptors to College Students

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2025-02-01 DOI: 10.1002/bin.70002

Sabrina Kelly-Sisken, Kenneth F. Reeve, Carol J. McPheters, Jason C. Vladescu, Sharon A. Reeve, Adrienne M. Jennings

{"title":"Comparing Equivalence-Based Instruction to a PowerPoint Video Lecture to Teach Differential Reinforcement Descriptors to College Students","authors":"Sabrina Kelly-Sisken, Kenneth F. Reeve, Carol J. McPheters, Jason C. Vladescu, Sharon A. Reeve, Adrienne M. Jennings","doi":"10.1002/bin.70002","DOIUrl":"https://doi.org/10.1002/bin.70002","url":null,"abstract":"<div>\u0000 \u0000 <p>Differential reinforcement (DR) procedures involve systematically arranging the environment to increase the future frequency of socially important behaviors while minimizing or eliminating problem behaviors. The purpose of the present study was to compare the effects of computerized stimulus equivalence-based instruction (EBI) to a pre-recorded voiceover PowerPoint lecture to teach definitions and examples of differential reinforcement procedures to college students. The three classes comprised textual stimuli characterizing differential reinforcement of other (DRO), alternative (DRA), and incompatible (DRI) behavior. Each class contained three members: name, definition, and short vignette examples. To program for generalization, two vignette exemplars were used during training while a third exemplar was used to assess stimulus generalization. We used a between-subjects group design to compare pretest and posttest performances of EBI and lecture participants across (a) computer match-to-sample (MTS), (b) card sorting, and (c) written tests (fill-in and multiple-choice), with the latter two used to determine the degree to which class-consistent responding generalized from selection-based responding to other response topographies (i.e., sorting and writing). Results demonstrated that EBI produced greater score increases than lecture for MTS and card sorting tests, but increases were comparable for the two groups for both fill-in and multiple-choice written tests. Another posttest at 1 week showed maintenance of performance gains. Implications for using EBI to teach behavior analytic content are discussed.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143110618","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 Comparison of Medium Probability Versus High Probability Instructions to Increase Cooperation in the Context of the High Probability Instructional Sequence

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2025-01-31 DOI: 10.1002/bin.70001

David A. Wilder, Christina Sheppard, Franchesca Izquierdo, Kira Flynn

{"title":"A Comparison of Medium Probability Versus High Probability Instructions to Increase Cooperation in the Context of the High Probability Instructional Sequence","authors":"David A. Wilder, Christina Sheppard, Franchesca Izquierdo, Kira Flynn","doi":"10.1002/bin.70001","DOIUrl":"https://doi.org/10.1002/bin.70001","url":null,"abstract":"<div>\u0000 \u0000 <p>The high-probability instructional sequence has been shown to be effective to increase cooperation with low-probability requests. However, for some individuals, it may be difficult to identify high-probability instructions, and some high-probability instructions may become less likely to evoke cooperation over time. Thus, under some circumstances medium probability instructions, or instructions which may be less likely to evoke cooperation than high-probability instructions, may be a useful temporary alternative to increase cooperation. In the current study, we compared medium probability instructions to high probability instructions to increase cooperation among three children with autism spectrum disorder. The results showed that for two participants, the medium probability instructions improved cooperation as much as the high-probability instructions. For a third participant, the medium probability instructions improved cooperation over baseline, but not to the level observed with the high-probability instructions. Results are discussed in terms of the mechanisms responsible for the effects of instructional sequences.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143121491","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 Future Teachers to Conduct Trial-Based Functional Analyses Using Virtual Video Modeling and Video Feedback

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2025-01-29 DOI: 10.1002/bin.70000

Jasmine R. Sorrell, Kasee K. Stratton, Kayla Bates-Brantley, Mark E. Wildmon

{"title":"Training Future Teachers to Conduct Trial-Based Functional Analyses Using Virtual Video Modeling and Video Feedback","authors":"Jasmine R. Sorrell, Kasee K. Stratton, Kayla Bates-Brantley, Mark E. Wildmon","doi":"10.1002/bin.70000","DOIUrl":"https://doi.org/10.1002/bin.70000","url":null,"abstract":"<div>\u0000 \u0000 <p>Students commonly engage in problem behaviors, yet teachers report handling difficult behavior as their biggest challenge. Over the last few decades, some research has used functional analyses (FAs) to determine the function of student's problem behavior and then developed function-based interventions based on the FA findings. Despite the success of the studies, research has indicated that traditional FA methodologies are not always feasible for teachers and schools. Therefore, a need exists to develop better and more efficient ways to train teachers to conduct FAs. Thus, the study aimed to evaluate the effectiveness of using virtual video models to train future teachers to conduct trial-based functional analyses (TBFAs) and assess if the skill could generalize into an in-person setting. A concurrent multiple baseline design across participants was used, and results indicated that the videos effectively taught participants to conduct a TBFA. The virtual training generalized well into an in-person setting, with only one participant needing additional feedback. Additionally, results indicate that the virtual intervention was socially valid for all participants.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143120646","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

Supporting Procedural Fidelity of Behavioral Interventions for Children With Autism via an Artificial Intelligence Platform

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2025-01-25 DOI: 10.1002/bin.2075

Aliya Yagafarova, Emily Dowling, Toni LaMonica, Donald A. Hantula, John T. Nosek, Corina Jimenez-Gomez

{"title":"Supporting Procedural Fidelity of Behavioral Interventions for Children With Autism via an Artificial Intelligence Platform","authors":"Aliya Yagafarova, Emily Dowling, Toni LaMonica, Donald A. Hantula, John T. Nosek, Corina Jimenez-Gomez","doi":"10.1002/bin.2075","DOIUrl":"https://doi.org/10.1002/bin.2075","url":null,"abstract":"<div>\u0000 \u0000 <p>Access to behavior analytic services is limited and often unavailable for many in areas with a dearth of qualified providers. Tools to support behavior-change agents located in the natural environment of consumers may be a way to provide behavioral interventions. An artificial intelligence (AI) platform that guides the implementation of behavioral interventions may be useful for supporting procedural fidelity. The current studies evaluated whether an AI platform was effective at increasing and maintaining high levels of procedural fidelity in individuals with little to no prior training. Participants were two behavior technicians in training (Exp. 1) and three caregivers (Exp. 2). Introducing guidance provided by the AI platform GAINS improved the procedural fidelity with which behavior technicians and caregivers implemented behavioral interventions with children with autism, except for one caregiver. These results suggest AI platforms may be useful tools for supporting high levels of procedural fidelity by novice users.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143119067","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

Further Translational Evaluations of Efficacy and Preference for Isolated and Synthesized Contingency Procedures

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2025-01-21 DOI: 10.1002/bin.2076

Emma M. Auten, Casey Irwin Helvey, Carole Van Camp

引用次数: 0