Behavioral Interventions最新文献_第2页

A Survey of Clinical Practices for Prompt Dependency 快速依赖症的临床实践调查

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-08-28 DOI: 10.1002/bin.70130

Kimberly R. Ford, Catia Cividini-Motta

{"title":"A Survey of Clinical Practices for Prompt Dependency","authors":"Kimberly R. Ford, Catia Cividini-Motta","doi":"10.1002/bin.70130","DOIUrl":"https://doi.org/10.1002/bin.70130","url":null,"abstract":"<div>\u0000 \u0000 <p>Prompt-dependent behavior, more colloquially known as “prompt dependency,” has been minimally studied in the literature. However, it remains a problem in clinical practice. This survey study was conducted to gain insight into clinical practices related to prompt-dependent behavior, including the assessments and interventions clinicians currently employ. Participants were individuals who, within the last year, provided services to at least one individual with autism who displayed prompt-dependent behavior and were certified by the BACB or were currently enrolled in coursework required for BACB certification. This survey included a consent form, 5 qualifying questions, 11 demographic questions, and 11 questions about prompt-dependent behavior. Key findings include a lack of use of assessments and interventions based on published research. Many participants also indicated they employ differential reinforcement to prevent and treat prompt-dependent behavior. This appears to be the first survey study on prompt-dependent behavior, and the outcomes identify gaps in research and clinical practice. Moreover, it highlights the importance of additional research on this topic as well as research-informed clinical practices.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148849326","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

Increasing Eating Rate in a Young Adult With a Developmental Disorder 患有发育障碍的年轻成人的进食率增加

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-08-28 DOI: 10.1002/bin.70141

Petur Ingi Petursson, Sigmund Eldevik, Svein Eikeseth

引用次数: 0

Indirectly Decreasing Motor Stereotypy in Children With Autism via Increasing Motor Activities 通过增加运动活动间接减少自闭症儿童的运动刻板印象

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-08-27 DOI: 10.1002/bin.70140

Adnan Ahmad, Hafiz Tahir Jameel, John T. Rapp

{"title":"Indirectly Decreasing Motor Stereotypy in Children With Autism via Increasing Motor Activities","authors":"Adnan Ahmad, Hafiz Tahir Jameel, John T. Rapp","doi":"10.1002/bin.70140","DOIUrl":"https://doi.org/10.1002/bin.70140","url":null,"abstract":"<div>\u0000 \u0000 <p>The intervention consisted of a multi-component synergetic learning (antecedent instruction, imitation and modeling, prompting and fading, and reinforcement) integrating with perceptual motor activities (motor planning, body awareness, and balance). The intervention was provided by a trained therapist during 30- to 45-min sessions, 5 days a week during school, over 12 weeks, to indirectly decrease stereotypic motor behaviors in five Pakistani children with autism spectrum disorder. Researchers collected data on each form of motor stereotypy using 1-min momentary time sampling during 30-min observations with each participant across three phases (pre-, mid-, and post-intervention) and thereafter statistically compared data from the pre- and post-intervention phases. Results of a Wilcoxon signed-rank test indicate that participants' engagement in motor stereotypy was significantly lower during the post-intervention phase than during the pre-intervention phase. Specifically, participants' motor stereotypy decreased from an average of 29% of intervals during pre-intervention observations to an average of 13% of intervals during the post-intervention. We discuss limitations of the findings and possible conceptualizations of the behavior changes.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148849159","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

Preliminary Development and Evaluation of a Severity Classification Tool Informed by Objective Indicators of Challenging Behavior 基于挑战行为客观指标的严重性分类工具的初步开发与评估

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-08-24 DOI: 10.1002/bin.70134

Alison D. Cox, Marie-Chanel M. Morgan, Hannah MacNaul

{"title":"Preliminary Development and Evaluation of a Severity Classification Tool Informed by Objective Indicators of Challenging Behavior","authors":"Alison D. Cox, Marie-Chanel M. Morgan, Hannah MacNaul","doi":"10.1002/bin.70134","DOIUrl":"https://doi.org/10.1002/bin.70134","url":null,"abstract":"<p>In behavior analysis, the term severe is commonly used to describe challenging behavior, but the criteria used to distinguish severe from non-severe challenging behavior are not always clearly defined or consistently applied. The current manuscript demonstrates preliminary steps in the development and evaluation of a severity classification tool informed by objective indicators of challenging behavior. Study 1 evaluated the content validity of proposed tool items. Seven experienced Board-Certified Behavior Analysts rated each item's relevance, clarity, representativeness, perceived bias/inclusivity, and retention. Study 2 examined whether access to the tool was associated with improved agreement among Board Certified Behavior Analysts classifying case scenarios as severe or not severe. Study 3 replicated and extended this evaluation using two no-tool-access conditions before tool access. Study 1 outcomes suggested that raters generally viewed tool items as relevant, clear, representative, unbiased, and appropriate for retention. Across Studies 2 and 3, access to the tool was associated with higher rater agreement within and across rater groups. Most raters reported that the tool could have value in research and practice settings. We discuss these findings as preliminary evidence supporting continued tool refinement and validation.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148848810","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

A Systematic Review of Empirical Intraverbal Research: 2021–2025 实证语内研究的系统回顾：2021-2025

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-08-21 DOI: 10.1002/bin.70137

Jason C. Vladescu, Haleigh Conry, Lauren K. Schnell-Peskin

{"title":"A Systematic Review of Empirical Intraverbal Research: 2021–2025","authors":"Jason C. Vladescu, Haleigh Conry, Lauren K. Schnell-Peskin","doi":"10.1002/bin.70137","DOIUrl":"https://doi.org/10.1002/bin.70137","url":null,"abstract":"<div>\u0000 \u0000 <p>Skinner's conceptual analysis of verbal behavior has had a notable influence within the field of behavior analysis. Yet empirical verbal behavior research has historically focused on the mand and tact, with relatively less attention directed toward the intraverbal. Encouragingly, empirical and conceptual intraverbal work has been increasing over the last two decades. Most recently, a review of intraverbal research from 2015 through 2020 documented the continued growth of empirical intraverbal work. The current review replicated and extended this work by identifying and synthesizing empirical intraverbal studies published from 2021 through 2025. We identified 50 articles containing 66 experiments. We coded each to provide an updated account of participants, training components, sources of control, research emphasis, outcomes, and publication trends. Findings indicated continued growth of intraverbal research, and most experiments established intraverbals under multiple control. The current review extended a prior review by providing information regarding the nature of procedural modifications and updating how outcomes were evaluated.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784531","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 Spatial Prepositions to Children With Autism Using Three-Dimensional Matrix Training: A Demonstration of LLM-Assisted Material Preparation 运用三维矩阵训练对自闭症儿童进行空间介词教学：法学硕士辅助材料准备的示范

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-08-20 DOI: 10.1002/bin.70138

Liming Zhou, Xiaoyi Hu, Xueting Qi, Junyan Chen, Xiaoyu Liu, Lin Wang, Maximus Zhang, Jiamei Zhao, Yifei Meng

{"title":"Teaching Spatial Prepositions to Children With Autism Using Three-Dimensional Matrix Training: A Demonstration of LLM-Assisted Material Preparation","authors":"Liming Zhou, Xiaoyi Hu, Xueting Qi, Junyan Chen, Xiaoyu Liu, Lin Wang, Maximus Zhang, Jiamei Zhao, Yifei Meng","doi":"10.1002/bin.70138","DOIUrl":"https://doi.org/10.1002/bin.70138","url":null,"abstract":"<div>\u0000 \u0000 <p>Matrix training is an evidence-based approach for promoting recombinative generalization in children with autism spectrum disorder (ASD). However, the time and effort required to generate instructional materials for multidimensional matrices can limit its use in practice. In this study, we evaluated the effects of a three-dimensional matrix training protocolusing a minimal set of 10 exemplars. To address practical barriers to material design, a large language model (LLM) was utilized strictly as an instructional planning support tool to assist teachers with exemplar generation. Ten children with ASD participated in a study employing a concurrent multiple-probe design across participants, with target exemplars introduced sequentially across progressive sentence sets. The 10 baseline exemplars, selected by teachers with computational support from the LLM, were directly taught using a structured prompting sequence. Following instruction, 9 participants demonstrated immediate, high levels of recombinative generalization to 80 untrained combinations within the training matrix and to 54 novel combinations involving untrained stimuli in the generalization matrix. Maintenance data showed sustained performance at 2- and 4-wk follow-ups. These findings demonstrate that three-dimensional matrix training with a minimal exemplar set efficiently produces generative language outcomes, and highlight the feasibility of integrating LLMs to support behavioral programming in applied settings.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148783934","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

Assessment and Treatment of Anxious Avoidant Responses to Auditory Stimuli via Physiological and Behavioral Methodologies 通过生理和行为方法评估和治疗对听觉刺激的焦虑回避反应

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-08-17 DOI: 10.1002/bin.70139

Andrew W. Gardner, Sarah A. Weddle, Matthew J. Yaggie, Christina Anguiano, Alex Davidson, Carolyn Tureaud

{"title":"Assessment and Treatment of Anxious Avoidant Responses to Auditory Stimuli via Physiological and Behavioral Methodologies","authors":"Andrew W. Gardner, Sarah A. Weddle, Matthew J. Yaggie, Christina Anguiano, Alex Davidson, Carolyn Tureaud","doi":"10.1002/bin.70139","DOIUrl":"https://doi.org/10.1002/bin.70139","url":null,"abstract":"<div>\u0000 \u0000 <p>Avoidance of specific sensory stimuli is commonly reported in autistic individuals, which can significantly impact functioning. In practice, clinicians often rely on dubious therapies for treatment of avoidant responses (e.g., sensory integration therapy). Methodologically, clinicians and researchers have relied solely on direct observations to identify the assumed stimuli and associated overt concerning behavior via single-case designs and verbal reports, as internal responding is often difficult to objectively measure. The current study examined the anxious avoidant responses to auditory stimuli and the associated concerning behavior of a 13-year-old male diagnosed with ASD, specifically to sounds of food consumption. An antecedent analysis was conducted alongside a treatment analysis using both direct behavioral observation and galvanic skin response to measure both overt behavioral and autonomic responding. Treatment analysis resulted in reductions in both concerning behavior (68% reduction) and autonomic nervous system activation (47% reduction) with implementation of a behaviorally based intervention package combining progressive relaxation training with competing preferred activities. The convergent validity between behavioral and physiological measures supports the integration of objective physiological measurement with traditional behavioral assessment methods.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784208","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 the Skills Required to Undergo a Dental Exam to Adults With Profound Autism Using a Communication and Reinforcement Package 使用沟通和强化包向患有严重自闭症的成年人教授进行牙科检查所需的技能

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-08-09 DOI: 10.1002/bin.70135

Awab Abdel-Jalil, Mara Vanderzell, Danielle Badger, Alicia Zielenski, Yvonne Smith

{"title":"Teaching the Skills Required to Undergo a Dental Exam to Adults With Profound Autism Using a Communication and Reinforcement Package","authors":"Awab Abdel-Jalil, Mara Vanderzell, Danielle Badger, Alicia Zielenski, Yvonne Smith","doi":"10.1002/bin.70135","DOIUrl":"https://doi.org/10.1002/bin.70135","url":null,"abstract":"<div>\u0000 \u0000 <p>Individuals diagnosed with intellectual and developmental disabilities, including those meeting criteria for profound autism, often experience significant difficulty tolerating dental procedures. This often leads to the use of restraint, sedation, or results in incomplete exams due to severe challenging behavior. The current study evaluated a functional communication and reinforcement package designed to teach skills required to undergo a dental exam to three adults with profound autism living in a congregate care setting. The intervention utilized a changing criterion design for reinforcing completion of successive steps in the dental exam related skills task analysis. A functional communication response (FCR) to request a break was also taught to participants. At the conclusion of the study, all three participants acquired a FCR and all of the targeted dental exam-related skills without relying on escape extinction procedures. In addition, challenging behavior was observed to occur infrequently. For one participant, skills generalized to an actual dental office, where a cleaning and exam provided by a dental hygienist were successfully completed without challenging behavior. Social validity ratings from implementers, staff, and a community-based dental hygienist indicated that both the procedures and outcomes were acceptable and clinically meaningful. These findings suggest that a functional communication and reinforcement package may be an efficacious and compassionate approach for teaching the skills required to participate in a dental exam to adults with profound autism and severe challenging behavior.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148753248","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

Effectiveness of Small-Group Direct Instruction on Science Learning for Students With Mild Intellectual Disability 小组直接指导对轻度智障学生科学学习的效果

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-08-06 DOI: 10.1002/bin.70133

Murat Demir, Recep Polat, Orhan Aydin, Adem Kenan

{"title":"Effectiveness of Small-Group Direct Instruction on Science Learning for Students With Mild Intellectual Disability","authors":"Murat Demir, Recep Polat, Orhan Aydin, Adem Kenan","doi":"10.1002/bin.70133","DOIUrl":"https://doi.org/10.1002/bin.70133","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined the effectiveness of direct instruction (i.e., explicit instruction) delivered in a small-group format on the science achievement of students with mild intellectual disability (MID) in the “Support and Movement System” unit, and evaluated maintenance, generalization, and social validity outcomes. A concurrent multiple-baseline design across skills was implemented with three eighth-grade female students attending a special education school. The intervention was delivered by a science teacher using the core components of direct instruction, including attention-getting, modeling, guided practice, and independent practice. Instruction focused on key concepts related to bones, muscles, and joints. Student performance was measured using percentage accuracy scores across the baseline, intervention, post-intervention, and maintenance phases, as well as ongoing generalization data. Social validity data were collected through structured interviews with students, parents, and their special education teacher. Results indicated that baseline performance was low and stable across all participants. Following the introduction of direct instruction, all students demonstrated substantial and stable increases in performance. These gains were largely maintained over time and generalized across different questions. Social validity findings were positive across all respondent groups, indicating that the intervention was perceived as effective, acceptable, and meaningful. Overall, the findings suggest that direct instruction delivered in a small-group format is an effective and feasible approach for supporting science learning in students with MID.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696122","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

Increasing Task Completion in Autistic Adults While Concurrently Reinforcing Functional Communication and Challenging Behavior 提高自闭症成人的任务完成度，同时加强功能性沟通和挑战行为

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-08-06 DOI: 10.1002/bin.70132

Lindsey Cicalese, Katherine A. Cucinotta, Daniel R. Mitteer, Robert H. LaRue

引用次数: 0