Behavioral Interventions最新文献_第4页

A Stepwise Evaluation of Pairing and Shaping for Children With Autism and Feeding Difficulties 自闭症与喂养困难儿童配对与塑造的逐步评价

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-25 DOI: 10.1002/bin.70064

Nicole C. Demchuk, Angelica Ibarra, Bethany A. Hansen

{"title":"A Stepwise Evaluation of Pairing and Shaping for Children With Autism and Feeding Difficulties","authors":"Nicole C. Demchuk, Angelica Ibarra, Bethany A. Hansen","doi":"10.1002/bin.70064","DOIUrl":"https://doi.org/10.1002/bin.70064","url":null,"abstract":"<div>\u0000 \u0000 <p>Feeding difficulties are pervasive for children with autism. The present study investigated the effects of a pairing intervention on cooperation with instructions/acceptance of new foods, inappropriate behaviors, proximity to therapist, and indices of happiness for two children with autism and avoidant restrictive food intake disorder. The researchers sought to examine the effects of an intervention package that did not require restrictive seating or nonremoval of the spoon while assessing caregiver acceptability throughout the procedures. When the pairing intervention alone was not effective to decrease inappropriate behaviors and increase acceptance of new foods, we implemented pairing with shaping procedures. Pairing with shaping was effective to increase acceptance of four new foods for one participant. For the other participant, we ultimately implemented nonremoval of the spoon procedures to increase acceptance of new foods and decrease inappropriate mealtime behaviors. Results have implications for the conditions under which interventions other than nonremoval of the spoon may increase acceptance of new foods for children with autism and feeding difficulties, and how efficacy and efficiency may impact caregiver acceptability.</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":"145595383","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

Preservice Special Education Teachers' Use of Behavior-Specific Praise: Effects on Middle School Students With Moderate Intellectual Disabilities 职前特殊教育教师使用行为特异性表扬：对中度智障中学生的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-17 DOI: 10.1002/bin.70061

Orhan Çakıroğlu

引用次数: 0

Factors Impacting Data Reliability: Rate and Total Behaviors 影响数据可靠性的因素：速率和总行为

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-12 DOI: 10.1002/bin.70059

Brittney N. Workman, Samantha L. Hardesty

引用次数: 0

Using Fully Immersive Virtual Reality to Teach Safe Pedestrian Skills to Autistic Children 使用完全沉浸式虚拟现实向自闭症儿童教授安全的步行技能

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-04 DOI: 10.1002/bin.70054

Emily L. Ferris, Nicole M. Rodriguez, Ryan Thomas, James E. Gehringer

{"title":"Using Fully Immersive Virtual Reality to Teach Safe Pedestrian Skills to Autistic Children","authors":"Emily L. Ferris, Nicole M. Rodriguez, Ryan Thomas, James E. Gehringer","doi":"10.1002/bin.70054","DOIUrl":"https://doi.org/10.1002/bin.70054","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines the efficacy of fully immersive virtual reality (VR) to teach pedestrian safety skills to children with autism spectrum disorder. Four autistic children who met inclusion criteria related to tolerance of VR equipment, absence of problem behavior, and limited baseline skills participated. Using VR with an omnidirectional treadmill, participants were taught safe pedestrian crossing across three traffic conditions: clear crossings, busy crossings, and crossings where a vehicle came to a stop. Through a concurrent multiple probe design, pedestrian skills taught in VR were assessed for generalization across both virtual environments (VEs) and natural environments (NEs). All participants acquired the target response within the virtual teaching environments, and three of four participants demonstrated generalization across VE and NE, supporting the efficacy of immersive VR for promoting safety and independence. The findings highlight VR’s potential as a low-risk and customizable teaching environment capable of promoting real-world skill generalization.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145469540","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

Delay Discounting and Teacher Decision-Making of Behavioral Interventions 延迟折扣与教师行为干预决策

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-01 DOI: 10.1002/bin.70058

Allison N. Cascarilla, Matthew T. Brodhead, David J. Cox, Cherish M. Sarmiento

引用次数: 0

Further Evaluation of a Fixed-Lean Approach to Facilitate Schedule Thinning Following Functional Communication Training 进一步评估固定精益方法在功能沟通培训后促进计划细化

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-01 DOI: 10.1002/bin.70057

Alexandra Ramirez, Yanerys León, Janelle Bacotti

{"title":"Further Evaluation of a Fixed-Lean Approach to Facilitate Schedule Thinning Following Functional Communication Training","authors":"Alexandra Ramirez, Yanerys León, Janelle Bacotti","doi":"10.1002/bin.70057","DOIUrl":"https://doi.org/10.1002/bin.70057","url":null,"abstract":"<p>Multiple schedules are commonly used to thin the schedule of reinforcement following functional communication training (FCT). Approaches to multiple schedule thinning have included: progressively increasing the duration of the S<sup>Δ</sup>, rapidly alternating S<sup>D</sup> and S<sup>Δ</sup> components, and immediate introduction of fixed-lean schedules. In this study we (a) further evaluated the efficacy of a fixed-lean schedule (multiple schedule 60 s/240 s) during multiple schedule thinning and (b) further characterized response patterns during sequential application of schedule thinning approaches. Two of three participants maintained low rates of problem behavior and discriminated mands during the fixed-lean phase whereas the third participant required a more progressive schedule thinning approach. Results are discussed in terms of relative contributions of different behavioral mechanisms (i.e., extinction, habituation, and stimulus control) and potential predictive factors for responsiveness to schedule thinning procedures.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145406531","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 Response-Stimulus Pairing on Toy Play and Stereotypy in Three Children on the Autism Spectrum in China 反应刺激配对对三名自闭症儿童玩具玩耍和刻板印象的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-23 DOI: 10.1002/bin.70056

Yan Li, Sheng Xu, Gabrielle T. Lee

引用次数: 0

Behavioral Skills Training to Increase Fidelity of Staff Searches at a Juvenile Residential Facility 行为技能训练，以提高工作人员在青少年住宿设施的搜查保真度

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-21 DOI: 10.1002/bin.70055

Ellie Morosohk, Raymond Miltenberger, Rasha Baruni, Jennifer Cook

引用次数: 0

Evaluation of a Sequential Extinction Procedure on Preference for Communication Modalities During Functional Communication Training 功能性沟通训练中对沟通方式偏好的顺序消退程序评估

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-20 DOI: 10.1002/bin.70053

Cynthia P. Livingston, Brittany H. Loder-Lafferty, Jessica P. Tran, Isaac J. Melanson, Mirela Cengher, Daniel Kwak

{"title":"Evaluation of a Sequential Extinction Procedure on Preference for Communication Modalities During Functional Communication Training","authors":"Cynthia P. Livingston, Brittany H. Loder-Lafferty, Jessica P. Tran, Isaac J. Melanson, Mirela Cengher, Daniel Kwak","doi":"10.1002/bin.70053","DOIUrl":"https://doi.org/10.1002/bin.70053","url":null,"abstract":"<p>Functional communication training is an effective and well-established intervention for socially maintained challenging behavior. Previous research determined that preference for functional communication responses (FCRs) influences treatment durability. This study extends previous research by evaluating the use of a sequential extinction procedure to establish a hierarchy of preference for FCR modalities within a treatment context. We taught participants different FCR modalities to access the same reinforcer maintaining challenging behavior and assessed modality preference via a concurrent operant mand modality preference assessment measuring FCR modality response allocation and challenging behavior. We then sequentially placed preferred modalities on extinction to establish a preference hierarchy and evaluate persistence of communication and challenging behavior during treatment challenges. Preference hierarchies were established for all participants within the context of treatment (functional communication training). Additionally, some challenging behavior was observed when preferred modalities were placed on extinction; however, effects were temporary and did not always persist across sequential extinction phases. These findings provide preliminary evidence to support teaching multiple communication modalities may lead to a more durable treatment. Implications for clinical practice and future research are discussed.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145366300","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

Response-Class Hierarchies in Self-Induced Vomiting: Functional Assessment and Treatment 自我诱导呕吐的反应等级等级：功能评估和治疗

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-10-11 DOI: 10.1002/bin.70048

Hannah Roth, Emily Chesbrough, John Michael Falligant

{"title":"Response-Class Hierarchies in Self-Induced Vomiting: Functional Assessment and Treatment","authors":"Hannah Roth, Emily Chesbrough, John Michael Falligant","doi":"10.1002/bin.70048","DOIUrl":"https://doi.org/10.1002/bin.70048","url":null,"abstract":"<div>\u0000 \u0000 <p>Individuals with neurodevelopmental conditions sometimes engage in self-induced vomiting, a behavior associated with serious medical complications and increased risk of exposure to communicable diseases. Despite its clinical significance, the functional dimensions of self-induced vomiting remain understudied, particularly in cases where it occurs within a hierarchical response class of attention-maintained behavior. This study describes the functional assessment and treatment of self-induced vomiting in an adolescent male with multiple neurodevelopmental conditions. A response class hierarchy analysis was conducted to evaluate whether self-induced vomiting, self-gagging, pica, and other challenging behaviors were functionally related. Findings revealed systematic shifts in challenging behavior topographies with sequential exposure to extinction, supporting the presence of a hierarchically organized response class maintained by attention. Treatment involved functional communication training, extinction, and an individualized levels system involving token reinforcement and a probabilistic exchange schedule. This multicomponent intervention eliminated self-induced vomiting, self-gagging, pica, and other challenging behaviors within the attention-maintained response class. These findings underscore the need for function-based assessments in the treatment of self-induced vomiting and related behaviors.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272815","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