Behavioral Interventions最新文献_第2页

Contingent Vocal Imitation Increases Vocalizations of Children With Autism Spectrum Disorder 偶然的声音模仿增加了自闭症谱系障碍儿童的发声能力

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-10 DOI: 10.1002/bin.70083

Carolyn Crysdale, Martha Pelaez, Lori Mastrogiacomo, Jill Harper, Mary Jane Weiss

{"title":"Contingent Vocal Imitation Increases Vocalizations of Children With Autism Spectrum Disorder","authors":"Carolyn Crysdale, Martha Pelaez, Lori Mastrogiacomo, Jill Harper, Mary Jane Weiss","doi":"10.1002/bin.70083","DOIUrl":"10.1002/bin.70083","url":null,"abstract":"<div>\u0000 \u0000 <p>Caregivers' vocal imitation provided contingently on infant vocalization is an essential factor in early language development. While there is a large body of research using contingent vocal imitation (CVI) procedures with infants, there is limited research on applying the CVI procedure to young children with autism spectrum disorder (ASD). This study examined the effectiveness of the CVI procedure implemented by caregivers (staff members) to increase the vocalizations and echoic responses (imitative responses) of four children with ASD. The effects of CVI were compared to a noncontingent vocalization control condition using a modified alternating treatments design, with a baseline and reversal. All four participants demonstrated an increase in vocalizations in the CVI phase. Two participants demonstrated increased echoic (imitative) responses in the CVI conditions compared to the initial baseline condition and control condition. We discuss the implications of these findings for application and future research with younger children with ASD and in multiple settings and caregivers.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564837","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

Effects of a High-Probability Request Sequence on Visual Orienting and Instructional Accuracy in a Young Child With Autism 大概率请求序列对自闭症儿童视觉定向和教学准确性的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-09 DOI: 10.1002/bin.70086

Randi A. Sarokoff, Megan A. Mahoney, Daphna El-Roy, Jilian Planer DeTiberiis

{"title":"Effects of a High-Probability Request Sequence on Visual Orienting and Instructional Accuracy in a Young Child With Autism","authors":"Randi A. Sarokoff, Megan A. Mahoney, Daphna El-Roy, Jilian Planer DeTiberiis","doi":"10.1002/bin.70086","DOIUrl":"10.1002/bin.70086","url":null,"abstract":"<p>This study evaluated the effects of a high-probability (high-p) request sequence on visual orienting to the instructor and response accuracy during discrete trial teaching (DTT) for a 3.5-year-old child with autism spectrum disorder (ASD). High-p sequences involve presenting several simple, high-likelihood responses prior to a task less likely to be completed (low-probability; low-p task). Although high-p procedures have demonstrated effectiveness in increasing compliance, few studies have examined their effects on observing responses or instructional accuracy. Using an alternating treatments design, we compared visual orienting (defined as eyes open and gaze directed toward the instructor's face for at least 1 s within 5 s prior to S<sup>D</sup> delivery) and response accuracy across conditions with and without a high-p sequence. The high-p condition was associated with consistently higher levels of visual orienting (<i>M</i> = 85%) compared to the low-p condition (<i>M</i> = 36%), with minimal data overlap. Response accuracy was higher in the high-p condition (<i>M</i> = 72%) relative to the low-p condition (<i>M</i> = 57%), although overlap and variability were observed. These findings provide preliminary evidence that high-p sequences may increase observing responses that support instructional readiness. Limitations related to the identification and measurement of high-p instructions are discussed.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564395","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 Effect of the High-Probability Instructional Sequence Across Foods With Varying Levels of Participant Interaction 高概率教学序列在不同参与者互动水平下对食物的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-08 DOI: 10.1002/bin.70085

Christina Sheppard, David A. Wilder, Jonathan Fernand, Olivia Layman

{"title":"The Effect of the High-Probability Instructional Sequence Across Foods With Varying Levels of Participant Interaction","authors":"Christina Sheppard, David A. Wilder, Jonathan Fernand, Olivia Layman","doi":"10.1002/bin.70085","DOIUrl":"10.1002/bin.70085","url":null,"abstract":"<div>\u0000 \u0000 <p>We evaluated the utility of the high-probability (high-<i>p</i>) instructional sequence to increase bite acceptance and consumption of foods to which three children with autism spectrum disorder exhibited varying levels of interaction in a pre-assessment. We first conducted food preference assessments to identify each participants' most preferred foods. Next, to identify high-interaction, medium-interaction, and low-interaction foods, we conducted a food interaction assessment, which consisted of assessing participants' cooperation with instructions to touch, smell, and consume foods. We then incorporated the identified high-preference foods into high-<i>p</i> instructions (i.e., “Take a bite of <i>high-p food</i>”) and evaluated their utility to increase cooperation with three low-probability (low-<i>p</i>) instructions (i.e., “Take a bite of <i>low-p food”</i>) for each participant. The low-<i>p</i> instructions varied according to the level of participant interaction with the food as identified in the food interaction assessment (i.e., foods presented in the low-<i>p</i> instruction were either high-interaction, medium-interaction, or low-interaction foods). Results show that the high-<i>p</i> instructional sequence was effective to increase bite acceptance and consumption across all three levels of low-probability instructions for one participant, but ineffective to increase acceptance and/or consumption for the other two participants. We discuss the utility of the high-<i>p</i> instructional sequence to increase food consumption.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564124","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 Component Analysis of Behavioral Skills Training for Teaching Data Collection to Preservice Professionals 职前专业人员数据收集教学行为技能训练的成分分析

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-28 DOI: 10.1002/bin.70071

Hannah Keene, Erin Elfers, Sally B. Shepley

{"title":"A Component Analysis of Behavioral Skills Training for Teaching Data Collection to Preservice Professionals","authors":"Hannah Keene, Erin Elfers, Sally B. Shepley","doi":"10.1002/bin.70071","DOIUrl":"10.1002/bin.70071","url":null,"abstract":"<div>\u0000 \u0000 <p>Behavior Skills Training (BST) is a well-researched training method for training adults in diverse settings, and is comprised of four components: didactic instruction, modeling, rehearsal, and feedback. Although BST is widely supported in the literature as effective, its efficiency and the necessity of each individual component remain under investigation. We used an adapted alternating treatments design to compare individual BST components in teaching four data collection skills to four preservice professionals to determine which components were individually effective and, perhaps, superior within the BST model. We used counterbalancing to assign individual BST components to target skills across participants. Results indicated that modeling was the most effective component across participants, with some participants reaching mastery criteria in as few as two training sessions. Didactic instruction and feedback also improved performance, though less consistently. Social validity data also supported participant preference for modeling and feedback. These findings suggest that training packages incorporating individual or select combinations of BST components may be sufficient for teaching specific skills, allowing more resource-efficient and scalable adult training procedures. Future investigations should aim to define BST variations with greater precision and explore tiered or individualized training approaches based on skill complexity and trainee preferences.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569836","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

Foreign Language Instruction in Chinese-Speaking Neurotypical and Neurodivergent Children 汉语神经型和神经发散型儿童的外语教学

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-11 DOI: 10.1002/bin.70076

Liming Zhou, Xiaoyi Hu, Xueting Qi, Fang Yuan, Yongzhen Xie, Dan Hui, Lin Wang, Maximus Zhang, Lin Xiao

{"title":"Foreign Language Instruction in Chinese-Speaking Neurotypical and Neurodivergent Children","authors":"Liming Zhou, Xiaoyi Hu, Xueting Qi, Fang Yuan, Yongzhen Xie, Dan Hui, Lin Wang, Maximus Zhang, Lin Xiao","doi":"10.1002/bin.70076","DOIUrl":"https://doi.org/10.1002/bin.70076","url":null,"abstract":"<div>\u0000 \u0000 <p>This study evaluated a foreign-language teaching procedure, derived from Skinner's verbal behavior framework within a logographic linguistic community. The primary goal was to test whether a one-step Chinese-to-English (C–E) intraverbal training procedure could produce untaught English tacts, listener responses, and English-to-Chinese (E–C) intraverbals. Participants included twelve Chinese-speaking children (six neurotypical, six neurodivergent). A multiple-baseline design across two stimulus sets was employed. The simplified C–E intraverbal procedure resulted in robust and rapid acquisition for all participants and led to the reliable emergence of the untaught verbal operants. Furthermore, acquired skills maintained at a 4-week follow-up, and social validity ratings from teachers and parents were high. The findings strongly support the broad applicability of verbal-behavior-based foreign-language instruction across diverse learners and different veral communities, including non-alphabetic, logographic languages.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146256340","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 Coin Concepts to Second Graders in a General Education Classroom Using Equivalence-Based Instruction in Pairs 在通识教育课堂上用等值教学对二年级学生教授硬币概念

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-10 DOI: 10.1002/bin.70077

Xiaoyuan Liu, Daniel M. Fienup

{"title":"Teaching Coin Concepts to Second Graders in a General Education Classroom Using Equivalence-Based Instruction in Pairs","authors":"Xiaoyuan Liu, Daniel M. Fienup","doi":"10.1002/bin.70077","DOIUrl":"https://doi.org/10.1002/bin.70077","url":null,"abstract":"<div>\u0000 \u0000 <p>Equivalence-based instruction (EBI) is a pedagogy that utilizes principles of stimulus equivalence and derived relations to promote generative learning outcomes. Much of the research has been conducted using computer-based programs with college students. The present study investigated the effect of EBI in teaching coin concepts to four second-grade students in a general education setting, who were taught in pairs. Participants learned content that included American coins and corresponding names and values. The researcher directly taught two selection-based relations and measured the participants' performance across 16 relations that involve both production responses. The researcher employed a simple-to-complex protocol to implement EBI and utilized Pear Deck to teach two relations directly in a small-group setting with 2 participants simultaneously. The results demonstrated that EBI successfully established coin equivalence classes across all four participants, demonstrating novel instructional arrangements that can be incorporated into naturalistic educational settings to address common educational standards.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147268927","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

Incorporating Mealtime Barriers During Caregiver Training of Behavior-Analytic Feeding Interventions 在行为分析喂养干预的看护者培训中纳入进餐时间障碍

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-09 DOI: 10.1002/bin.70079

Sarah D. H. McDevitt, Denise Pichardo, Alison M. Kozlowski, Carrie S. W. Borrero

{"title":"Incorporating Mealtime Barriers During Caregiver Training of Behavior-Analytic Feeding Interventions","authors":"Sarah D. H. McDevitt, Denise Pichardo, Alison M. Kozlowski, Carrie S. W. Borrero","doi":"10.1002/bin.70079","DOIUrl":"https://doi.org/10.1002/bin.70079","url":null,"abstract":"<div>\u0000 \u0000 <p>Previous research has shown that behavioral skills training is effective for training caregivers to implement behavior-analytic feeding interventions with high integrity. However, less is known about the generality of caregiver treatment integrity outside of the training context. Caregivers may experience challenges with generalizing their skills to the home as the training context (e.g., clinic) may not include stimuli necessary for caregiver skill generalization. Thus, the purpose of the current study was to evaluate caregiver integrity in the presence of mealtime barriers relevant to the home mealtime setting (e.g., eating while implementing treatment, attending to siblings during meals) and train caregivers to implement interventions with high integrity in the presence of these barriers. We trained three caregivers to implement behavior-analytic feeding interventions in the absence and presence of caregiver-identified mealtime barriers relevant to their home mealtime setting. Although treatment integrity decreased across caregivers in the presence of the mealtime barriers, all caregivers implemented interventions with high integrity with the mealtime barriers present by the end of the study. We discuss these results in terms of considerations for improving the generality of caregiver treatment integrity outside of the clinical setting.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146680287","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 Fluency Training on the Identification of Procedural Fidelity Errors 流利性训练对程序保真错误识别的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-06 DOI: 10.1002/bin.70072

Eleni Katechis, Salvador Ruiz, Lauren Schnell-Peskin, Andrew Livanis

引用次数: 0

The Effects of a Task Analysis and Self-Evaluation on the Acquisition of Yoga Poses 任务分析与自我评价对瑜伽姿势习得的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-06 DOI: 10.1002/bin.70078

Elizabeth Ortega, Raymond Miltenberger, Madelyn Mercado

引用次数: 0

A Comparison of the Response-Restriction Free Operant and Paired-Stimulus Preference Assessments for Children Who Exhibit Challenging Behavior 挑战行为儿童无反应限制操作偏好评价与配对刺激偏好评价的比较

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-06 DOI: 10.1002/bin.70081

McKenna E. Herbek, Jordan E. DeBrine, Amaya Rocheleau, Rebecca J. Barall, Colleen McGrory, Cynthia P. Livingston

{"title":"A Comparison of the Response-Restriction Free Operant and Paired-Stimulus Preference Assessments for Children Who Exhibit Challenging Behavior","authors":"McKenna E. Herbek, Jordan E. DeBrine, Amaya Rocheleau, Rebecca J. Barall, Colleen McGrory, Cynthia P. Livingston","doi":"10.1002/bin.70081","DOIUrl":"https://doi.org/10.1002/bin.70081","url":null,"abstract":"<div>\u0000 \u0000 <p>Practitioners use stimulus preference assessments to identify stimuli that may subsequently function as reinforcers. However, there may be challenges to implementing preference assessments if the removal of preferred items evokes challenging behavior. Nevertheless, previous research has demonstrated that different preference assessment formats produce varying levels of challenging behavior. In this study, we compared challenging behavior, preference hierarchies, and duration of assessment across a response-restriction (RR) free operant preference assessment and paired-stimulus preference assessment (PSPA) for 6 participants referred to an outpatient severe behavior clinic. Results indicated both assessment formats produced similar preference hierarchies while the RR preference assessment resulted in lower rates of challenging behavior for 4 of the 6 participants. Furthermore, the PSPA required less time to complete compared to the RR preference assessment. These results suggest that while both assessments effectively generate preference hierarchies, the RR assessment may be more suitable for individuals prone to challenging behavior, despite its longer duration required to complete.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146256251","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