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Behavioral Interventions最新文献

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The effects of goal setting, notification alerts, and sharing results with peers on smartphone usage 目标设定、通知提醒和与同伴分享结果对智能手机使用的影响
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-08-26 DOI: 10.1002/bin.2050
Steingerður Hauksdóttir, Berglind Sveinbjörnsdóttir, Hanna Steinunn Steingrímsdóttir
{"title":"The effects of goal setting, notification alerts, and sharing results with peers on smartphone usage","authors":"Steingerður Hauksdóttir,&nbsp;Berglind Sveinbjörnsdóttir,&nbsp;Hanna Steinunn Steingrímsdóttir","doi":"10.1002/bin.2050","DOIUrl":"10.1002/bin.2050","url":null,"abstract":"<p>Smartphones are highly complex machines serving multiple purposes. Although access to different applications may be a source of inspiration and may lead to increased well-being, excessive screen time usage can lead to increased stress, reduced physical activity, and neck and shoulder discomfort. The purpose of the present study was to evaluate the effects of (a) goal setting, (b) turning off notifications, and (c) sharing information about screen time with peers on smartphone usage in a sample of young adults who reported interest in reducing their smartphone usage. Goal setting and turning off notifications for social media applications effectively reduced smartphone usage for five out of seven participants. Sharing information with peers did not lead to decreased smartphone usage. Follow-up measures showed an increase in smartphone usage compared to the intervention phases. With only a few studies on strategies to reduce smartphone usage within behavior analysis, the current study expands the literature and provides directions for future studies.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186503","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
Independent and interdependent group contingencies to increase on-task work behavior among adults with intellectual disabilities 通过独立和相互依赖的小组应急措施，提高智障成人的任务工作行为
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-08-21 DOI: 10.1002/bin.2049
Svetlana Daly, Katrina J. Phillips, Oliver C. Mudford, Rebecca A. Sharp
{"title":"Independent and interdependent group contingencies to increase on-task work behavior among adults with intellectual disabilities","authors":"Svetlana Daly,&nbsp;Katrina J. Phillips,&nbsp;Oliver C. Mudford,&nbsp;Rebecca A. Sharp","doi":"10.1002/bin.2049","DOIUrl":"10.1002/bin.2049","url":null,"abstract":"<p>We applied independent and interdependent group contingencies in a counterbalanced reversal experimental design to the vocational on-task behavior for two groups of adults with intellectual disabilities. On-task behavior increased for all participants in both groups above a criterion of 80% of time on-task during both treatment phases. Independent and interdependent group contingencies were equally effective in increasing on-task behavior. Responding was maintained at the criterion level for all members of one group at a 4-week follow-up. No increases in negative social interactions were observed when the interdependent group contingency was in effect and participants reported both contingencies to be socially valid. We suggest that group contingencies can be an effective intervention in increasing on-task behavior of individuals with intellectual disabilities in vocational settings.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186504","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
All for one and one for all: The good inclusion game 人人为我，我为人人：良好的包容游戏
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-08-08 DOI: 10.1002/bin.2048
Scott Graham, Mickey Keenan, Karola Dillenburger
{"title":"All for one and one for all: The good inclusion game","authors":"Scott Graham,&nbsp;Mickey Keenan,&nbsp;Karola Dillenburger","doi":"10.1002/bin.2048","DOIUrl":"10.1002/bin.2048","url":null,"abstract":"<p>The Good Inclusion Game (GIG) is a class-wide education intervention employing interdependent group contingencies to increase inclusive behaviors between pupils with and without special educational needs (SEN). While previous research provided evidence of effectiveness when the class of children was split into two groups, it did not assess the effects of the GIG for one whole-class group or in the long term. The present study addresses both of these issues. Using an ABAB design, results show a one-team version of the GIG to be effective in increasing inclusive behaviors between pupils with and without SEN. Gains were maintained across time. Implications for inclusive education interventions and teacher training are discussed.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929221","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
Teaching Turkish children to mand for information in the context of tact instruction 在战术教学中教土耳其儿童强制获取信息
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-08-05 DOI: 10.1002/bin.2046
Meral Koldas, Serife Sahin, Sarah Lechago
{"title":"Teaching Turkish children to mand for information in the context of tact instruction","authors":"Meral Koldas,&nbsp;Serife Sahin,&nbsp;Sarah Lechago","doi":"10.1002/bin.2046","DOIUrl":"10.1002/bin.2046","url":null,"abstract":"<p>This study explores the efficacy of mand for information (MFI) training in individuals with autism, with a particular focus on the extension of this training to non-native English speakers and the promotion of generalization across various contexts. The “What is this?” MFI was taught to four native Turkish-speaking participants under various establishing operations (EOs). Notably, these MFIs were effectively embedded within tact training trials and delivered in a language other than English, thereby extending the research on MFI to a different language. Furthermore, the generalization of the MFIs was observed as participants maintained their proficiency across individuals, settings, and novel stimuli. Social validity data confirmed the acceptability of MFI training among parents, highlighting its potential to enhance communication skills. Follow-up assessments were conducted 4 weeks post-training indicating maintenance of the MFIs.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944800","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 use of a preference assessment tool with young children diagnosed with autism 对被诊断患有自闭症的幼儿使用偏好评估工具
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-08-02 DOI: 10.1002/bin.2047
Emily S. L. Curiel, Hugo Curiel
{"title":"The use of a preference assessment tool with young children diagnosed with autism","authors":"Emily S. L. Curiel,&nbsp;Hugo Curiel","doi":"10.1002/bin.2047","DOIUrl":"10.1002/bin.2047","url":null,"abstract":"<p>Identifying reinforcers is crucial for many evidence-based behavior change programs. Videos may be a type of reinforcer worth considering given the accessibility of small electronic devices and the rates at which children watch and enjoy screen time. We used the Multiple-Stimulus-Without-Replacement Preference Assessment Tool (MSWO PAT) to identify high- and low-preferred videos for three children diagnosed with autism spectrum disorder (ASD). We then evaluated the predictive validity of the MSWO PAT by arranging a concurrent-operants reinforcer assessment for puzzle and sorting tasks. The results show that the high-preferred video maintained higher levels of responding for puzzle and sorting tasks for two of the three children. Implications for using videos as reinforcers for children with ASD, limitations, and areas for future research are also discussed.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944843","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 students with autism to solve mathematical story problems: A replication and extension 教自闭症学生解决数学故事问题：复制和推广
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-07-28 DOI: 10.1002/bin.2045
Liming Zhou, Xin Wang, Lei Wang, Xiaoyi Hu
{"title":"Teaching students with autism to solve mathematical story problems: A replication and extension","authors":"Liming Zhou,&nbsp;Xin Wang,&nbsp;Lei Wang,&nbsp;Xiaoyi Hu","doi":"10.1002/bin.2045","DOIUrl":"https://doi.org/10.1002/bin.2045","url":null,"abstract":"<p>Solving mathematical story problems has proven to be a challenge for primary school students with and without developmental disabilities. The present study replicates a behavior analytic study (Neef et al.) by teaching three autistic Chinese students in inclusive education classes to solve addition/subtraction story problems by acquiring an overt precurrent behavior chain. The intervention was effective for all participants by employing a multiple baseline design across behaviors. Additionally, the study extends Neef et al. by conducting maintenance, generalization, and social validity assessments, and expands the teaching format to distance learning (telehealth). The results and limitations are discussed based on Skinner's conceptualization of problem-solving and its clinical application in teaching complex mathematical skills to students with developmental disabilities.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665167","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 review of applied behavior analysis within the criminal justice system 刑事司法系统中的应用行为分析回顾
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-07-23 DOI: 10.1002/bin.2043
Emily R. McDonald, Robbie J. Hanson
{"title":"A review of applied behavior analysis within the criminal justice system","authors":"Emily R. McDonald,&nbsp;Robbie J. Hanson","doi":"10.1002/bin.2043","DOIUrl":"10.1002/bin.2043","url":null,"abstract":"<p>Mass incarceration rates have become a financial burden on the country and in 2023, the United States was faced with one of the highest recidivism rates worldwide, with approximately 44% of individuals returning to prison within a year of their release. Although various programs are available to incarcerated individuals and for those considered at risk for offending, access to these programs varies by jurisdiction and the effectiveness in preventing offenses, reducing recidivism, and fostering rehabilitation is not entirely known. In response to recidivism and incarceration rates, there has been a plea for a change in the criminal justice system, with an emphasis on involving behavior analysts. However, the extent of the application of behavior-analytic interventions within the criminal justice system in the research literature is unclear. Thus, the purpose of the current review was to examine the existing experimental literature to determine the state of this research topic.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779965","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 assessment of augmentative and alternative communication-related stereotypy 对与辅助和替代性交流有关的刻板印象的初步评估
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-07-21 DOI: 10.1002/bin.2042
Natalie R. Andzik, Stephen F. Walker, Cassandra A. O’Hara, Samantha A. Camacho, Lacey Landmeier, Mary Brander
{"title":"Preliminary assessment of augmentative and alternative communication-related stereotypy","authors":"Natalie R. Andzik,&nbsp;Stephen F. Walker,&nbsp;Cassandra A. O’Hara,&nbsp;Samantha A. Camacho,&nbsp;Lacey Landmeier,&nbsp;Mary Brander","doi":"10.1002/bin.2042","DOIUrl":"10.1002/bin.2042","url":null,"abstract":"<p>Improving social communication and reducing challenging forms of restricted and repetitive behaviors (i.e., stereotypy) are often the focus of behavioral interventions for individuals with autism and other developmental disabilities. Interventions incorporating augmentative and alternative communication (AAC) systems are utilized to improve independent communication. However, using electronic AAC devices (e.g., iPads) may increase stereotypic behaviors (i.e., pressing the same icon on an AAC device two or more times within 2 s), which may impact the development and maintenance of communication skills. There is a shortage of research focusing on AAC-related stereotypy, with only one study that includes a systematic assessment and treatment evaluation (Cook et al., 2017). The purpose of the current investigation was to conduct a functional analysis screening procedure that only included play and no-interaction conditions to adequately assess the function of AAC-related stereotypy. We sought to ask, how client-specific modifications to functional assessment procedures affect the outcomes of functional assessments of AAC-related stereotypy. Initial findings suggest that AAC-related stereotypy is often automatically reinforced, but its occurrence can be sensitive to the presence/absence of specific environmental stimuli.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779966","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
Simultaneous presentation and differential reinforcement to increase consumption 同时呈现和差异强化以增加消费量
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-07-20 DOI: 10.1002/bin.2044
Kathryn M. Peterson, Jaime G. Crowley-Zalaket, Vivian F. Ibañez
{"title":"Simultaneous presentation and differential reinforcement to increase consumption","authors":"Kathryn M. Peterson,&nbsp;Jaime G. Crowley-Zalaket,&nbsp;Vivian F. Ibañez","doi":"10.1002/bin.2044","DOIUrl":"10.1002/bin.2044","url":null,"abstract":"<p>Many autistic children display feeding difficulties and consume a limited food variety. These feeding difficulties could be conceptualized as change-resistant behavior because children often exhibit rigid mealtime routines, avoid novel foods, and only consume foods according to specific types, textures, or under specific mealtime conditions. Currently, behavior-analytic treatments for pediatric feeding disorders have the most empirical support and many studies have demonstrated the effectiveness of extinction-based treatments. However, there is less research on alternative treatments for increasing consumption of novel or non-preferred foods among children with autism spectrum disorder (ASD). In the current study, we evaluated simultaneous presentation and differential reinforcement to increase consumption of novel, target foods for two participants with ASD and change-resistant feeding behavior.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141738621","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
Using behavioral skills training to teach goal setting for health behaviors 利用行为技能培训教授健康行为的目标设定
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-07-14 DOI: 10.1002/bin.2041
Michelle Beaulieu, Matthew P. Normand, Raymond G. Miltenberger
{"title":"Using behavioral skills training to teach goal setting for health behaviors","authors":"Michelle Beaulieu,&nbsp;Matthew P. Normand,&nbsp;Raymond G. Miltenberger","doi":"10.1002/bin.2041","DOIUrl":"10.1002/bin.2041","url":null,"abstract":"<p>Goal setting is a component of many behavior-change interventions, with the Specific, Measurable, Attainable, Relevant, Time-Bound (SMART) goal-setting method being a commonly used strategy. The current study used a multiple-baseline across participants design to evaluate the efficacy of behavioral skills training (BST) to teach individuals to set health-related SMART goals in response to multiple hypothetical health scenarios. Participant attempts at goal setting were scored according to a task analysis encompassing each major element of SMART goals. Goal-setting performance noticeably improved following an average of 1.25 h of BST, and participants rated the intervention and outcomes favorably.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650070","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
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