Behavioral Interventions最新文献_第3页

Evaluation of Assent Withdrawal Training for Board Certified Behavior Analysts: Impact on Competency and Clinical Practices 委员会认证行为分析师撤销同意培训的评估：对能力和临床实践的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-06 DOI: 10.1002/bin.70080

Cayenne Shpall, Michelle Kuhn

{"title":"Evaluation of Assent Withdrawal Training for Board Certified Behavior Analysts: Impact on Competency and Clinical Practices","authors":"Cayenne Shpall, Michelle Kuhn","doi":"10.1002/bin.70080","DOIUrl":"https://doi.org/10.1002/bin.70080","url":null,"abstract":"<div>\u0000 \u0000 <p>Assent is generally defined as an agreement to participate voluntarily and without coercion (Behavior Analyst Certification Board, 2020; Morris et al., 2024). Contemporary perspectives highlight its role in promoting client dignity, self-determination, and ethical practice within behavior analysis (Gover et al., 2023; Morris et al., 2021). The purpose of the current study was to evaluate a training protocol designed to build Board Certified Behavior Analysts (BCBAs) competencies in recognizing and responding to assent withdrawal when working with autistic individuals in a clinical environment. Participants' baseline competencies in identifying assent withdrawal were initially assessed, then delivered targeted training using instruction, modeling, and performance feedback to address skill gaps. Results indicated that all participants acquired and maintained competencies in identifying assent withdrawal, modifying interventions accordingly, and embedding assent checks. The findings suggest the integration of structured training steps such as operationally defining assent withdrawal behaviors, embedding ongoing assent checks, and using systematic data decision-making flowcharts into BCBA supervision was successful in ensuring assent-based competencies were utilized.</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":"147275059","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

Predicting Novel Leisure Reinforcers Based on Preference Category 基于偏好类别的新型休闲强化预测

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-05 DOI: 10.1002/bin.70075

Taylor A. Lachance, Diana E. Parry-Cruwys, Melissa K. Small, Allen Karsina, Jacquelyn M. MacDonald

{"title":"Predicting Novel Leisure Reinforcers Based on Preference Category","authors":"Taylor A. Lachance, Diana E. Parry-Cruwys, Melissa K. Small, Allen Karsina, Jacquelyn M. MacDonald","doi":"10.1002/bin.70075","DOIUrl":"https://doi.org/10.1002/bin.70075","url":null,"abstract":"<div>\u0000 \u0000 <p>Research has shown that novel edible reinforcers can be identified based on category following a preference assessment of similar items in representative categories. The current study aimed to expand this research by determining preference based on category (e.g., squishy, fuzzy, bumpy, stringy, etc.) through the utilization of leisure items using an 8-item multiple stimulus without replacement (MSWO) preference assessment. Three adolescent males participated in the study; each was diagnosed with an autism spectrum disorder (ASD) and was selected for the study based on classroom teacher reports that they would benefit from an expanded potential reinforcer pool and increased leisure engagement. An 8-item MSWO preference assessment including items from four categories was used to identify high preference categories for each participant. Based upon these results, the researchers determined whether novel leisure items from the high preference category would function as reinforcers using a concurrent-operants arrangement. Results showed that for all participants, both high preference tested leisure items and high preference novel leisure items functioned as reinforcers, measuring engagement with the item as the dependent variable. Results are discussed in terms of the utility of predicting novel leisure items that function as reinforcers based on sensory category.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136063","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 Goal Setting and Token Reinforcement to Increase Exercises by Young Adults With Autism Spectrum Disorder 使用目标设定和标记强化来增加自闭症谱系障碍青少年的运动

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-01-07 DOI: 10.1002/bin.70070

Shreeya S. Deshmukh, Raymond G. Miltenberger

{"title":"Using Goal Setting and Token Reinforcement to Increase Exercises by Young Adults With Autism Spectrum Disorder","authors":"Shreeya S. Deshmukh, Raymond G. Miltenberger","doi":"10.1002/bin.70070","DOIUrl":"https://doi.org/10.1002/bin.70070","url":null,"abstract":"<div>\u0000 \u0000 <p>Engaging in regular moderate-to-vigorous physical activity (MVPA) can result in improvements in health in many children and adults. The United States Department of Health and Human Services (2018) recommends that adults engage in 75–150 min of MVPA and 2 days of muscle-strengthening activities every week. Yet, many adults do not meet this recommendation and even fewer adults with autism spectrum disorder (ASD) meet this recommendation. Several behavioral interventions are effective in increasing MVPA, but few have targeted muscle-strengthening activities. The purpose of this study was to evaluate goal setting and token reinforcement to increase the frequency of exercises in adults with ASD. Two adults diagnosed with ASD participated in this study at a local dance studio. Using a multiple baseline design across exercises with a changing criterion design, we used goal setting and token reinforcement to systematically increase the frequency of muscle-strengthening exercises (e.g., pushups, bicep curls, modified squats, etc.). Both participants increased the frequency of the exercises according to the criteria changes until they met the terminal criterion for each exercise. Future directions for research and implications for practitioners were discussed.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145963913","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 Hypothesis Testing Methods to Graduate and Undergraduate Students Using Equivalence-Based Instruction 基于等效教学的研究生和本科生假设检验方法教学

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-12-20 DOI: 10.1002/bin.70062

Daichi Yusunoki, Kazuhiro Yamaguchi, Soichiro Matsuda

{"title":"Teaching Hypothesis Testing Methods to Graduate and Undergraduate Students Using Equivalence-Based Instruction","authors":"Daichi Yusunoki, Kazuhiro Yamaguchi, Soichiro Matsuda","doi":"10.1002/bin.70062","DOIUrl":"https://doi.org/10.1002/bin.70062","url":null,"abstract":"<div>\u0000 \u0000 <p>In this study, equivalence-based instruction (EBI) was used to teach hypothesis testing methods to graduate and undergraduate psychology students. Instruction was delivered on six-members classes representing the <i>z</i>-test, <i>t</i>-test, <i>F</i>-test, chi-square test and binomial test. A pretest-training-posttest-maintenance design was employed, with baseline relations taught using a computer-controlled match-to-sample task. The effects of training were assessed using both written and computerized pretests and posttests. One week after training, a follow-up written and computerized test was administered to assess maintenance. Test scores improved following training, derived relations emerged, and class-consistent responding generalized to a novel context (i.e., the written test) for all participants. These effects were maintained 1 week after training across all participants. This study systematically replicates precious findings that EBI can effectively teach advanced content to college students and is the first to apply EBI to the instruction of hypothesis testing methods.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145848317","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 the SDLMI on the Acquisition of Self-Determination Skills for Youth With Autism Spectrum Disorder SDLMI对自闭症谱系障碍青少年自我决定技能习得的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-12-20 DOI: 10.1002/bin.70069

Esra Orum Çattık, Yasemin Ergenekon

{"title":"The Effects of the SDLMI on the Acquisition of Self-Determination Skills for Youth With Autism Spectrum Disorder","authors":"Esra Orum Çattık, Yasemin Ergenekon","doi":"10.1002/bin.70069","DOIUrl":"https://doi.org/10.1002/bin.70069","url":null,"abstract":"<div>\u0000 \u0000 <p>This study was conducted to examine the effects of the Self-Determined Learning Model of Instruction (SDLMI) on the learning and maintenance of self-determination skills in young people with autism spectrum disorder (ASD). Social validity data were also collected from participants and their parents before and after the intervention. A multiple-baseline design was used as a single-subject research design. Young people with ASD not only acquired self-determination skills but also maintained these skills over time. In addition, following the intervention, they successfully performed the independent living skills they had personally selected as their own targets. Both the participants and their parents expressed high levels of satisfaction with the intervention process. Furthermore, compared to pre-intervention reports, notable positive shifts were observed in the perceptions and evaluations of both youth and parents after the study. This study demonstrated that SDLMI can be an effective model for teaching self-determination skills to young people with ASD in natural settings.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145848316","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 Sensory Integration and Physical Exercise on the Stereotypy of Preschoolers With Autism 感觉统合和体育锻炼对学龄前自闭症儿童刻板印象的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-12-18 DOI: 10.1002/bin.70068

Robin Nuzzolo, Jeannemarie Speckman, R. Douglas Greer

引用次数: 0

Accuracy of Caregiver Report for Evaluating Treatment Effects for Pediatric Feeding Disorder: A Replication 评价儿童喂养障碍治疗效果的护理人员报告的准确性：一项重复研究

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-12-15 DOI: 10.1002/bin.70067

Denise Pichardo, Lesley A. Shawler, Elizabeth A. Masler, Alison M. Kozlowski, Jessica L. Becraft

{"title":"Accuracy of Caregiver Report for Evaluating Treatment Effects for Pediatric Feeding Disorder: A Replication","authors":"Denise Pichardo, Lesley A. Shawler, Elizabeth A. Masler, Alison M. Kozlowski, Jessica L. Becraft","doi":"10.1002/bin.70067","DOIUrl":"https://doi.org/10.1002/bin.70067","url":null,"abstract":"<div>\u0000 \u0000 <p>Interventions based on the principles of applied behavior analysis are highly effective at treating pediatric feeding disorder by increasing appropriate mealtime behaviors and decreasing inappropriate mealtime behaviors. Treatment effectiveness is usually evaluated with data collected by trained observers. Unfortunately, trained observers may not always be available or present to monitor child behavior. To address this barrier, caregivers may be able to track their child's feeding treatment progress. A recent preliminary study suggested that some caregivers' data may correspond well with trained observers and that caregivers can detect large changes in challenging behavior. In the current investigation, we replicated and extended Becraft et al. with 8 caregivers of children receiving treatment for pediatric feeding disorder. Overall, caregiver data were significantly correlated with observer data for inappropriate and appropriate behavior for seven out of eight caregivers. We also evaluated agreement between caregiver and observer data on the presence or absence of an effect (i.e., a difference between phases). Out of 16 possible phase contrasts, caregiver data agreed with observer data on whether there was a treatment effect 14 and 16 times via visual analysis for inappropriate and appropriate behavior, respectively. These preliminary data suggest that caregiver data may be used to track feeding treatment progress to determine whether there is a treatment effect with little to no formal data collection training.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145848086","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 Systematic Review of Brief, Nonvocal Auditory Feedback Across Fields 跨领域的简短、非声音听觉反馈的系统综述

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-12-03 DOI: 10.1002/bin.70066

Rachel R. Thomas, Sharon A. Reeve, Kenneth F. Reeve, Jason C. Vladescu, April N. Kisamore

引用次数: 0

A Comparison of Latency- and Rate-Based CSAs in the Treatment of Automatically Maintained Self-Injury 基于潜伏期和速率的csa在自动维持自伤治疗中的比较

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-26 DOI: 10.1002/bin.70063

Michelle A. Frank-Crawford, Drew E. Piersma, Savannah A. Tate, Sabrina M. Olivera, Zhibo Rong

引用次数: 0

Comparing Digital Stimulus Prompts to Teach Conditional Discriminations to Children With Autism Spectrum Disorder 比较数字刺激提示对自闭症谱系障碍儿童条件歧视的教育

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-25 DOI: 10.1002/bin.70060

Haven S. Niland, Samantha Bergmann, Karen A. Rader, Katherine M. Flores, Romeo I. Salazar, Caroline Richey

{"title":"Comparing Digital Stimulus Prompts to Teach Conditional Discriminations to Children With Autism Spectrum Disorder","authors":"Haven S. Niland, Samantha Bergmann, Karen A. Rader, Katherine M. Flores, Romeo I. Salazar, Caroline Richey","doi":"10.1002/bin.70060","DOIUrl":"https://doi.org/10.1002/bin.70060","url":null,"abstract":"<div>\u0000 \u0000 <p>Prompts are a common instructional component in skill-acquisition programs for children with autism spectrum disorder (ASD). Stimulus prompts are underused, likely due to limited contemporary guidance and challenges with their feasibility, making them somewhat enigmatic. Incorporating stimulus prompts into tablet-assisted instruction could improve feasibility. This applied study compared two types of digital stimulus prompts to teach conditional discriminations to three children with ASD. A survey of popular children's tablet apps and games informed prompt selection, and we conducted a tablet-based instruction readiness assessment. Using an adapted alternating treatments design with a no-treatment control, we compared motion (within stimulus) and pointing (extra stimulus) prompts across multiple stimulus sets. Both prompts were efficacious for two participants after individual modifications, and there was little difference in efficiency. Neither was efficacious for the third participant despite multiple modifications. Findings contribute to research on digital stimulus prompts and systematic evaluations of skill-acquisition procedures.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145595385","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