Behavioral Interventions最新文献_第2页

A comparison of staff training procedures to teach flexible prompt fading 比较员工培训程序以传授灵活的提示音消退方法

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-30 DOI: 10.1002/bin.2061

Shannon M. Arthur, Justin B. Leaf, Christine Milne, Angela Fuhrmann-Knowles, Ashley N. Creem, Joseph H. Cihon, Florence D. DiGennaro Reed, Mary Jane Weiss

{"title":"A comparison of staff training procedures to teach flexible prompt fading","authors":"Shannon M. Arthur, Justin B. Leaf, Christine Milne, Angela Fuhrmann-Knowles, Ashley N. Creem, Joseph H. Cihon, Florence D. DiGennaro Reed, Mary Jane Weiss","doi":"10.1002/bin.2061","DOIUrl":"https://doi.org/10.1002/bin.2061","url":null,"abstract":"Quality behavior intervention requires critical thinking skills, in-the-moment analysis, flexibility, and clinical judgment. Yet, there has been limited research on developing these complex skills. Flexible prompt fading (FPF) is a prompting procedure that requires the interventionist to continually analyze learner responding and make in-the-moment decisions to maximize learning during the teaching session, ultimately using clinical judgment while using prompting as a teaching strategy. FPF has consistently been demonstrated to be effective and in some cases more efficient than other prompting procedures. However, there has been no research demonstrating effective training procedures for the skills necessary to implement FPF. In order to more widely disseminate procedures that require these analytic skills, effective training procedures must be identified. The current study evaluated the effects of behavioral skills training (BST) and a progressive approach to staff training to teach staff to implement FPF with autistic individuals/individuals with ASD and the effects of each training method on development of clinical judgment skills. The results demonstrated that both training procedures were effective in teaching implementation of FPF.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665155","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 programmatic description of an early, intensive behavioral intervention program in Australia 澳大利亚早期强化行为干预计划的方案说明

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-30 DOI: 10.1002/bin.2060

Karen McKinnon, Joseph H. Cihon, John McEachin

{"title":"A programmatic description of an early, intensive behavioral intervention program in Australia","authors":"Karen McKinnon, Joseph H. Cihon, John McEachin","doi":"10.1002/bin.2060","DOIUrl":"https://doi.org/10.1002/bin.2060","url":null,"abstract":"There is currently limited research on early, intensive behavioral intervention (EIBI) within Australia. The purpose of this paper was to provide a programmatic description and preliminary findings of an intervention approach which provides a high level of intensity of intervention to preschool aged children diagnosed with autism spectrum disorder (ASD). A total of 154 children with autism participated in the program from 2011 to 2022. At the group level, children who received 27 hr per week of intervention showed significant gains on standardized cognitive and adaptive behavior measures during an average one year of intervention. Further examination of the response to intervention at an individual level demonstrated that 84% of children showed an acceleration in their rate of learning during intervention, with 52% more than doubling their rate of learning in this time. Age was determined to predict improvement in developmental trajectory, but intake cognitive abilities did not. In general, children who commenced intervention at a younger age made substantial improvements in their rate of learning, but children who commenced intervention at an older age made even greater improvements relative to their skills at commencement. The results as well as limitations given the exploratory nature of this paper are discussed, along with implications for addressing the needs of young autistic children in Australia.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665165","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

“Hey you!”: An extension of the speaker immersion protocol to recruit the attention of a listener "嘿，你！"：扬声器沉浸协议的扩展，以吸引听者的注意力

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-26 DOI: 10.1002/bin.2052

Victoria R. Verdun, Aparna Naresh, Amanda Kazee, Rachel Yosick

{"title":"“Hey you!”: An extension of the speaker immersion protocol to recruit the attention of a listener","authors":"Victoria R. Verdun, Aparna Naresh, Amanda Kazee, Rachel Yosick","doi":"10.1002/bin.2052","DOIUrl":"https://doi.org/10.1002/bin.2052","url":null,"abstract":"The speaker immersion protocol (SIP) is an intervention that attempts to increase the frequency and spontaneity of a child's spoken communication. SIP has demonstrated effectiveness with increasing mands and other verbal operants (Ross et al., 2006); however, prior investigations have not examined SIP in the context of needing to recruit the social attention of a communicative partner in the presence of an establishing operation. The current study sought to extend the literature on SIP by adding a recruitment for social attention component to the intervention with two children with Autism spectrum disorder and limited spontaneous language. Prior to intervention, both participants engaged in low levels of target-requesting behavior even when a communication partner was readily available close by. After receiving an intervention designed to increase vocal requests, both participants demonstrated a significant increase in the number of vocal requests they emitted; however, that did not generalize to making appropriate bids for attention until recruitment for attention was embedded within SIP. Future studies should continue to examine the most effective and efficient ways to improve both the quantity and the quality of autistic children's social communication.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665191","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

Decreasing self-injury in a child with multiple disabilities: A practitioner's demonstration 减少多重残疾儿童的自我伤害：从业者示范

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-24 DOI: 10.1002/bin.2058

Brianna Laureano, Rajen Bajracharya, Emily A. Chesbrough, John Michael Falligant

{"title":"Decreasing self-injury in a child with multiple disabilities: A practitioner's demonstration","authors":"Brianna Laureano, Rajen Bajracharya, Emily A. Chesbrough, John Michael Falligant","doi":"10.1002/bin.2058","DOIUrl":"https://doi.org/10.1002/bin.2058","url":null,"abstract":"Self-injurious behavior is thought to be the product of interactions between deficits related to a primary disability (e.g., limited communication repertoires and adaptive skills) and learning experiences that reinforce problem behavior (e.g., consoling the child, terminating non-preferred activities, etc.). For these cases, functional communication training (FCT) may be prescribed to decrease challenging behavior and increase the client's communicative repertoire. However, FCT procedures for individuals with multiple physical impairments may require considerable individualization and modifications. Unfortunately, the existing body of research related to the assessment and treatment of behavior of individuals with motor, visual, or other impairments is relatively limited. The purpose of this report is to demonstrate how practitioners can modify assessment and treatment procedures to decrease challenging behavior and promote independence when working with individuals with multiple impairments. We provide an example of effective skill acquisition and behavior reduction interventions for a young girl, Ava, presenting with multiple disabilities—including visual, hearing, and motor impairments. Consistent with the habilitative aims of applied behavior analysis, the intervention was effective at decreasing Ava's challenging behavior and increasing her independent communication and adaptive behavior.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665145","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 video feedback to improve eSports performance in Street Fighter V 评估视频反馈，提高《街头霸王 5》的电子竞技表现

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-17 DOI: 10.1002/bin.2056

Romel White, Raymond Miltenberger, Anthony Concepcion

引用次数: 0

Discrepancies between treatment preference and effectiveness 治疗偏好与疗效之间的差异

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-17 DOI: 10.1002/bin.2057

Cody Morris, Elise A. Zarcaro, Jesse Perrin, Megan E. Ellsworth

引用次数: 0

Effects of an online group-based intervention on effort tolerance in general education 在线小组干预对普通教育中耐受努力程度的影响

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-03 DOI: 10.1002/bin.2053

Ji Young Kim, Daniel M. Fienup, Hayley M. Geiger, Laudan B. Jahromi

{"title":"Effects of an online group-based intervention on effort tolerance in general education","authors":"Ji Young Kim, Daniel M. Fienup, Hayley M. Geiger, Laudan B. Jahromi","doi":"10.1002/bin.2053","DOIUrl":"10.1002/bin.2053","url":null,"abstract":"Effort tolerance refers to a repertoire of selecting a larger reinforcer requiring a higher-effort response over a smaller reinforcer requiring a lower-effort response. The current study investigated the effects of an online group-based effort-tolerance training on students' effort tolerance. The study adds to the literature because no studies have investigated the effects of a progressive ratio schedule of reinforcement as an intervention that targets effort tolerance for a whole class in an online platform and in general education settings. During the intervention, researchers gradually increased the response requirements (i.e., number of math problems) to access a larger reinforcer and incorporated choice-making opportunities to promote second-grade students' selection of a higher-effort/larger-reinforcer response. The findings yielded mixed results – the intervention was relatively effective at increasing effort tolerance for students performing on and below grade level for math, but the same effects were not shown in students performing above grade level. Future applications in education and research are discussed.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186472","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

Further analysis of fixed-lean approaches to reinforcement schedule thinning 进一步分析强化计划稀疏化的固定倾斜方法

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-03 DOI: 10.1002/bin.2055

Emily A. Chesbrough, Hunter King, Mariatu Fornah, Shelby Quigley, John Michael Falligant

{"title":"Further analysis of fixed-lean approaches to reinforcement schedule thinning","authors":"Emily A. Chesbrough, Hunter King, Mariatu Fornah, Shelby Quigley, John Michael Falligant","doi":"10.1002/bin.2055","DOIUrl":"10.1002/bin.2055","url":null,"abstract":"Functional communication training is an effective intervention for establishing an appropriate, alternative response that produces the functional reinforcer maintaining challenging behavior. Once the alternative response is established, it is differentially reinforced—typically using dense schedules—while challenging behavior is placed on extinction. After achieving clinically significant reductions in challenging behavior, reinforcement schedule thinning is conducted to promote the maintenance of the alternative response under more practical reinforcement schedules. In the current study, we compared two different methods for thinning the schedule of reinforcement for the alternative response to a terminal schedule. One method, referred to as the dense-to-lean (DTL) approach, involves gradually decreasing the density of alternative reinforcement over successive sessions until the terminal schedule is reached. Another method, referred to as the fixed-lean (FL) approach, involves abruptly decreasing the density of alternative reinforcement by rapidly transitioning to the terminal schedule. Whereas the former approach has been evaluated extensively within the applied literature, the latter approach has not been the focus of much empirical work in either the clinic or the laboratory. An alternating treatment design was used to directly compare these approaches, both of which included noncontingent access to competing stimuli. Participants achieved clinically significant reductions in challenging behavior at the terminal schedule more readily with the FL than the DTL approach. The results are further discussed in terms of the efficacy and efficiency for both approaches, the potential mediating effect of competing stimuli, and implications for future research.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186500","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

Token economies: Evidence-based recommendations for practitioners 代币经济基于证据的从业人员建议

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-09-01 DOI: 10.1002/bin.2051

Francesca degli Espinosa, Timothy D. Hackenberg

引用次数: 0

An evaluation of convergent intraverbal instruction on tacts of features, function, or class 对有关特征、功能或类别的趋同言内指导的评估

IF 1.1 4区心理学

Behavioral Interventions Pub Date : 2024-08-31 DOI: 10.1002/bin.2054

Alexandria Brown, Tom Cariveau, Taylor K. Lewis, Paige Ellington

{"title":"An evaluation of convergent intraverbal instruction on tacts of features, function, or class","authors":"Alexandria Brown, Tom Cariveau, Taylor K. Lewis, Paige Ellington","doi":"10.1002/bin.2054","DOIUrl":"10.1002/bin.2054","url":null,"abstract":"Educators and parents are encouraged to arrange language-rich environments, which provide children with exposure to language that is diverse in form and function and with repeated opportunities to emit verbal responses under a variety of conditions. Intraverbal relations constitute a large portion of these verbal interactions and may include compound antecedent verbal stimuli. Prior research has shown that responding may come under the control of limited features of compound antecedent stimuli, which may be evident when responding does not occur in the presence of individual elements or emergent performances (e.g., symmetrical relations) are absent. The current study evaluated the effects of alternating convergent intraverbal (CIV) and tact by feature, function, or class sessions on emergent tact performances in a game-like arrangement. Participants included four children exhibiting expressive language deficits. The results revealed that correct responding on CIV trials did not consistently predict tact performances for the same targets. These findings highlight the need for additional research on the effective arrangement of compound stimuli in early educational interventions.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186502","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