Behavioral Interventions最新文献_第3页

Understanding Aggressive Behavior in Children With Autism Spectrum Disorder: Insights From a Systematic Review 理解自闭症谱系障碍儿童的攻击行为：来自系统回顾的见解

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-07-17 DOI: 10.1002/bin.70129

Mao Jieyu, Fang Da, Wang Zhongxu, Yan Junnan, Gao Qianshu, Wang Tingzhao

{"title":"Understanding Aggressive Behavior in Children With Autism Spectrum Disorder: Insights From a Systematic Review","authors":"Mao Jieyu, Fang Da, Wang Zhongxu, Yan Junnan, Gao Qianshu, Wang Tingzhao","doi":"10.1002/bin.70129","DOIUrl":"https://doi.org/10.1002/bin.70129","url":null,"abstract":"<div>\u0000 \u0000 <p>Aggressive behavior is prevalent and clinically significant in children with Autism Spectrum Disorder (ASD), yet research remains conceptually fragmented across disciplines. This review aims to synthesize current literature through a function-oriented ecological framework. A total of 142 empirical studies published between 2014 and March 2025 were systematically reviewed. Data analysis was performed to evaluate participant characteristics, overt behaviors, assessment tools, and influencing factors. Most studies focused on school-aged boys with ASD, with physical aggression being the most frequently examined topography. Forty-eight assessment instruments were identified, reflecting considerable methodological heterogeneity. Notably, while the broader psychiatric literature heavily emphasized static individual characteristics and standardized measurements, the behavior-analytic literature highlighted the critical role of experimental functional analyses. These rigorous studies directly demonstrate that aggressive behavior is usually maintained by social contingencies. Although empirical attention to aggression in ASD has increased, theoretical coherence and functional integration remain limited. Future research should shift from descriptive trait analyses toward function-based, ecologically valid approaches that directly link assessment and intervention to observable environmental contingencies, thereby enhancing the precision and efficacy of behavioral interventions.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 3","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148467598","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 Behavioral Skills Training to Teach Children to Avoid Food Allergens 评估行为技能训练以教导儿童避免食物过敏原

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-07-16 DOI: 10.1002/bin.70131

Breanne N. Leppma, Raymond G. Miltenberger, Emma J. Walker

{"title":"Evaluating Behavioral Skills Training to Teach Children to Avoid Food Allergens","authors":"Breanne N. Leppma, Raymond G. Miltenberger, Emma J. Walker","doi":"10.1002/bin.70131","DOIUrl":"https://doi.org/10.1002/bin.70131","url":null,"abstract":"<div>\u0000 \u0000 <p>Childhood food allergies are prevalent in the United States and are considered a public health issue. Behavioral skills training (BST) and in situ training (IST) have commonly been used to teach children to engage in a variety of safety skills. One study evaluated the efficacy of BST and IST to teach typically developing children to identify and avoid food allergens by reading food labels. Similar research to teach children to avoid eating food allergens by asking an adult if their food is safe to eat has not been conducted. Therefore, the purpose of this study was to evaluate the effectiveness of BST, and IST if necessary, to teach safety skills to children to avoid food allergens. The target behavior was to refuse the food, leave, and ask a parent if the food was safe when presented with an unknown food item. The results showed that BST was effective in teaching two of the participants the safety response, while one participant required BST and IST to engage in the complete safety response. These results suggest that BST alone can be effective in teaching safety skills to children, although IST may be needed for some children to learn safety skills.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 3","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148467426","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

Using a Hybrid Behavioral Skills Training Intervention to Teach Behavior Technicians to Implement Functional Communication Training 运用混合行为技能训练干预教学行为技术人员实施功能沟通训练

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-07-11 DOI: 10.1002/bin.70127

Jingqi Liang, Salvador Ruiz, Lauren Schnell-Peskin, Benjamin S. Riden

{"title":"Using a Hybrid Behavioral Skills Training Intervention to Teach Behavior Technicians to Implement Functional Communication Training","authors":"Jingqi Liang, Salvador Ruiz, Lauren Schnell-Peskin, Benjamin S. Riden","doi":"10.1002/bin.70127","DOIUrl":"https://doi.org/10.1002/bin.70127","url":null,"abstract":"<div>\u0000 \u0000 <p>Functional communication training (FCT) uses a series of prompts and schedules of reinforcement to teach a socially appropriate method of communication to access a reinforcer that an interfering behavior was previously providing. Telehealth offers a platform for training professionals in FCT, providing them with the skills necessary to reduce interfering behaviors. The present study examined the use of a hybrid of telehealth and in-person delivered behavioral skills training (BST) to teach trainees to implement FCT to address escape-maintained interfering behaviors in children with ASD with a confederate learner. Three trainees participated in the study and received a hybrid BST package that combined in-person and telehealth components, while incorporating instructions, modeling, rehearsal, and feedback. Following this training, trainees implemented FCT with high levels of accuracy during rehearsal sessions. These findings support further research on the use of a hybrid approach as an alternative means of delivering BST, promoting skill acquisition that is accurate, socially valid, generalizable, and maintained over time.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 3","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148466973","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 Simultaneous Prompting and Flexible Prompt Fading in Teaching Autistic Children to Label Stimulus Sets 同时提示与灵活提示消退在自闭症儿童标记刺激集教学中的比较

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-07-06 DOI: 10.1002/bin.70126

Angela Fuhrmann-Knowles, Julia Ferguson, Justin B. Leaf, Joseph H. Cihon

引用次数: 0

A Pyramidal Training Model to Teach Rapport Building Skills to Placement Students 一个金字塔式的训练模式，教导学生建立融洽关系的技巧

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-06-27 DOI: 10.1002/bin.70115

Michael J. Williams, Alexander Glecoff, Cierra Vandermeer, Alison D. Cox

{"title":"A Pyramidal Training Model to Teach Rapport Building Skills to Placement Students","authors":"Michael J. Williams, Alexander Glecoff, Cierra Vandermeer, Alison D. Cox","doi":"10.1002/bin.70115","DOIUrl":"https://doi.org/10.1002/bin.70115","url":null,"abstract":"<p>Few would argue that building rapport with young autistic children in the context of therapy has inherent value. In fact, establishing rapport has been linked to improved learning outcomes within intensive behavioral intervention settings. College placement students and junior technicians may have limited direct training on rapport building, in part because there has been limited research on systematically training rapport building to date. Fortunately, existing literature provides substantial evidence supporting the effectiveness of behavioral skills training (BST) in addressing this need. The current study's objectives were three-fold. First, to examine the efficacy of using BST to train Therapist Participants employed by a community-based autism and mental health agency rapport building skills. Second, to investigate the efficacy of using BST to train employed Therapist Participants on using BST to teach Trainee Participants rapport building skills. Third, to monitor and report any collateral effects of rapport building skills training on select client participant (i.e., autistic children receiving services participating in the study) behaviors. Our results suggest rapport building skills improved after training across all adult participants, indicating Therapist Participants were able to effectively teach rapport building to Trainee Participants. Child Participant behavior patterns largely remained unchanged across the study. Given the study was conducted in collaboration with a community agency who invested significant in-kind support, we discuss study strengths and limitations—as well as next steps for future research.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 3","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70115","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324717","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

Teacher-Led DRA With Prompting to Improve Mealtime Behaviors in Inclusive Preschools 教师主导的DRA与提示改善包容性幼儿园的用餐时间行为

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-06-27 DOI: 10.1002/bin.70123

Chen-Ya Juan

{"title":"Teacher-Led DRA With Prompting to Improve Mealtime Behaviors in Inclusive Preschools","authors":"Chen-Ya Juan","doi":"10.1002/bin.70123","DOIUrl":"https://doi.org/10.1002/bin.70123","url":null,"abstract":"<div>\u0000 \u0000 <p>The present study examined the effectiveness of a teacher-implemented Differential Reinforcement of Alternative Behavior (DRA) with prompting intervention on mealtime behavioral challenges among preschool children with developmental disabilities. Four preschool-age children participated in this study, each exhibiting problematic mealtime behaviors, including crying, kicking, selective eating, and difficulty maintaining attention during classroom mealtimes. This study used a multiple baseline design across participants, lasting two months with 9–42 intervention sessions, and a 10-min whole-interval sampling recording procedure during mealtimes in preschool. The intervention specifically focused on establishing three appropriate mealtime behaviors: independent use of a spoon, quiet sitting, and maintaining focus on the eating task during mealtimes. Classroom teachers delivered individualized DRA protocols by providing reinforcement contingent on appropriate mealtime behaviors, while simultaneously placing inappropriate behaviors on an extinction schedule. The prompting procedures were systematically withdrawn when the children demonstrated increasingly consistent performance. The intervention resulted in significant improvements in appropriate mealtime behaviors and a reduction in problematic behaviors for all participants. Positive mealtime behaviors were sustained during subsequent snack-time observations conducted in the post-intervention phase. The teacher reported high satisfaction with their effectiveness but also identified practical challenges in implementing the procedures while managing broader classroom responsibilities.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 3","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324978","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 an Online Asynchronous Training on the Measurement Section of the RBT Competency Assessment 在线异步训练对RBT胜任力测评测评部分的影响

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-06-27 DOI: 10.1002/bin.70121

Chante Glick, Mary Jane Weiss, Kristin Foley, Tyra Sellers

{"title":"The Effects of an Online Asynchronous Training on the Measurement Section of the RBT Competency Assessment","authors":"Chante Glick, Mary Jane Weiss, Kristin Foley, Tyra Sellers","doi":"10.1002/bin.70121","DOIUrl":"https://doi.org/10.1002/bin.70121","url":null,"abstract":"<div>\u0000 \u0000 <p>There are approximately 206,000 Registered Behavior Technicians (RBTs). To become an RBT, individuals must complete 40 h of training and pass a competency assessment and exam, often conducted through asynchronous online platforms. This study evaluated the effects of an asynchronous online instructional package, which included computer-based instruction, video modeling, and behavioral observations, on the measurement section of the RBT Competency Assessment. The training focused on continuous measurement, discontinuous measurement, and data and graphs competencies. Most participants met the mastery criterion on the tasks after the initial training. For tasks not passed immediately, a supplemental module with additional video modeling and behavioral observation activities resulted in competency. The results provide an initial demonstration that an online asynchronous training package can produce mastery-level performance on measurement competencies. Further research is needed to assess the training's effectiveness on other tasks and the generality of its effects.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 3","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324975","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 Mathematics to Autistic Students in Special Education by Integrating Learn Units Within Precision Teaching 在精确教学中整合学习单元对特殊教育自闭症学生的数学教学

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-06-26 DOI: 10.1002/bin.70118

Natalie Leow-Dyke, Rhys Jones, Maria Rossi, Athanasios Vostanis

{"title":"Teaching Mathematics to Autistic Students in Special Education by Integrating Learn Units Within Precision Teaching","authors":"Natalie Leow-Dyke, Rhys Jones, Maria Rossi, Athanasios Vostanis","doi":"10.1002/bin.70118","DOIUrl":"https://doi.org/10.1002/bin.70118","url":null,"abstract":"<p>Autistic students with co-occurring conditions often need additional support in mathematics. Precision Teaching (PT) has shown promise in this area, but its application has primarily focused on typically developing students, employing strategies, such as choral responding, that are less accessible to those with complex needs. Evidence is limited on PT's effectiveness for autistic students with co-occurring conditions, particularly when implemented by frontline staff rather than PT experts. This study addressed these gaps. Five autistic students with co-occurring conditions participated; all had Education, Health and Care Plans and attended a special education school in England, and four completed the study. Instruction focused on identifying equivalent amounts of money using worksheets and flashcards. Two concurrent multiple-baseline across-participant designs with two tiers were used. Instruction employed learn units and frequency-building, delivered by CABAS teachers in sessions lasting on average 20–25 min. Participants improved, with gains maintained post-instruction and small positive effect sizes. Participants performed well on most fluency assessments and demonstrated emerging skill application. Students with substantial differences in academic performance can benefit from PT, and frontline staff without PT expertise can implement it. However, functional relations were not fully demonstrated, feasibility remains a concern, and further research is needed.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 3","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70118","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324828","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

Correction to “The Effects of Simultaneous Prompting and Choral Responding to Safety-Related Intraverbal Responding in Autistic Students” 对“同时提示和合唱反应对自闭症学生安全相关言语内反应的影响”的更正

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-06-26 DOI: 10.1002/bin.70122

引用次数: 0

Sexual Harassment in Behavior Analysis: Findings From a Preliminary Sample of Practitioners and Recommendations for the Field 行为分析中的性骚扰：来自从业者初步样本的发现和对该领域的建议

IF 0.9 4区心理学

Behavioral Interventions Pub Date : 2026-06-22 DOI: 10.1002/bin.70119

Daniel R. Mitteer, Casey Irwin Helvey, Andrew R. Craig, Grace E. Sigwanz, Samantha L. Breeman

{"title":"Sexual Harassment in Behavior Analysis: Findings From a Preliminary Sample of Practitioners and Recommendations for the Field","authors":"Daniel R. Mitteer, Casey Irwin Helvey, Andrew R. Craig, Grace E. Sigwanz, Samantha L. Breeman","doi":"10.1002/bin.70119","DOIUrl":"https://doi.org/10.1002/bin.70119","url":null,"abstract":"<p>Sexual harassment can result in victims feeling uncomfortable or intimidated and lead to negative emotional and physical consequences. We conducted a survey of 345 participants who work in applied-behavior-analytic contexts as an initial examination of how often sexual harassment occurs and its characteristics. Most participants (82.02%) reported experiencing at least one form of sexual harassment (i.e., gender harassment, unwanted sexual attention, sexual coercion). The most commonly reported forms of harassment were gender harassment (e.g., hearing sexist comments or offensive gender remarks) and unwanted sexual attention (e.g., experiencing unwanted flirtatious or sexual attention, being asked to discuss sexual experiences). Victims tended to be in junior or training roles (e.g., registered behavior technician, board certified assistant behavior analyst) and most often experienced harassment by male coworkers and clients' family members in clinics or clients' homes. These incidents can have significant impact on the emotional and physical well-being of behavior-analytic professionals, corroborated by participant statements in our thematic analysis. We conclude with recommendations for how to prevent and respond to sexual harassment in applied-behavior-analytic contexts.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 3","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70119","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324063","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