Behavioral Interventions最新文献_第3页

“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

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, Berglind Sveinbjörnsdóttir, Hanna Steinunn Steingrímsdóttir","doi":"10.1002/bin.2050","DOIUrl":"10.1002/bin.2050","url":null,"abstract":"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.","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

引用次数: 0