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Behavioral Interventions最新文献

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Stimulus equivalence and transfer of function: Teaching categorization skills to children 刺激等效和功能转移：教授儿童分类技能
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-06-26 DOI: 10.1002/bin.2037
Joy Clayborne, Mirela Cengher, Rachel Frampton, Lesley Shawler
{"title":"Stimulus equivalence and transfer of function: Teaching categorization skills to children","authors":"Joy Clayborne,&nbsp;Mirela Cengher,&nbsp;Rachel Frampton,&nbsp;Lesley Shawler","doi":"10.1002/bin.2037","DOIUrl":"10.1002/bin.2037","url":null,"abstract":"<p>Equivalence-based instruction (EBI) and transfer of function are effective with neurotypical adults and children; however, only one study to date evaluated their effectiveness with children with autism spectrum disorder (ASD). We used EBI to teach three preschool children with ASD to form three age-appropriate classes (categories) consisting of three stimuli each. We directly taught two relations between stimuli in each class (e.g., firefighter-doctor; doctor-teacher), and the remaining relations between the stimuli (e.g., doctor-firefighter, teacher-doctor, doctor-teacher, teacher-doctor) emerged. Then, we taught participants to respond as listeners when asked about the function of a stimulus in each category (e.g., point to a state when asked, “Point to a place where people live”). As a result, the respective function transferred among the other stimuli in each category. This study supports the effectiveness of EBI and transfer of function with children with ASD learning age-appropriate skills in an applied setting.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141501805","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
Cross-cultural adaptation and validation of the Chinese version of Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI-FBAI-CN) 功能性行为评估和干预中的技能和需求清单》（SNI-FBAI-CN）中文版的跨文化改编和验证
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-06-22 DOI: 10.1002/bin.2038
Mo Chen, Anuradha S. Dutt, Rahul Nair
{"title":"Cross-cultural adaptation and validation of the Chinese version of Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI-FBAI-CN)","authors":"Mo Chen,&nbsp;Anuradha S. Dutt,&nbsp;Rahul Nair","doi":"10.1002/bin.2038","DOIUrl":"https://doi.org/10.1002/bin.2038","url":null,"abstract":"<p>Cross-cultural adaptation and validation of measures are necessary to provide evidence-based educational intervention services among children with autism spectrum disorder (ASD) across countries. Language plays an integral role in the cross-cultural adaptation and validation process of measures. Currently, there are limited validated tools in Chinese available to assess special education teachers' skills in functional behavior assessments and interventions in Mainland China to effectively support students with ASD. This study aimed to validate a Chinese version of the <i>Skills and Needs Inventories in Functional Behavior Assessments and Interventions</i> (SNI-FBAI-CN) in mainland China. The SNI-FBAI, originally developed and validated in Singapore, in the English language, was translated, culturally adapted, and then administered to 239 special education teachers in two schools for children with ASD in China. Results show that the SNI-FBAI-CN has a three-factor structure (i.e., skills in behavioral assessment, skills in behavioral interventions, and needs for training) that fits the data well, with good reliability for the overall scale, as well as the three subscales. Partial measurement invariance was established between the Chinese and the original Singapore samples, providing additional construct validity evidence for this tool. Limitations of this study and directions for future research are discussed.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665031","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 water flossing to children with and without autism spectrum disorder 教患有和未患有自闭症谱系障碍的儿童使用牙线
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-06-18 DOI: 10.1002/bin.2036
Kandace P. Somers, Tina M. Sidener, Ashley Callahan, Sharon A. Reeve, Heather Pane
{"title":"Teaching water flossing to children with and without autism spectrum disorder","authors":"Kandace P. Somers,&nbsp;Tina M. Sidener,&nbsp;Ashley Callahan,&nbsp;Sharon A. Reeve,&nbsp;Heather Pane","doi":"10.1002/bin.2036","DOIUrl":"https://doi.org/10.1002/bin.2036","url":null,"abstract":"<p>Oral hygiene is an important self-care skill that some children may lack, especially children with autism spectrum disorder (ASD). Although some studies have evaluated procedures for teaching toothbrushing, no previous studies have demonstrated procedures for teaching flossing, which is essential for oral hygiene. This study evaluated an intervention for teaching water flossing to two children with ASD and two children without an ASD diagnosis. The intervention package included backward chaining, video modeling, and reinforcement, with some components implemented by a caregiver and some components implemented by an experimenter via telehealth. Behavioral skills training was used to train caregivers prior to implementation of the study. Results indicated that the intervention package was effective in teaching all participants to independently floss their teeth with a water flosser. Effects maintained for all participants 1-week after completion of teaching. Questionnaires given to caregivers, participants, and dental professionals indicated high social validity.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665096","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 basic personal finance to justice-involved youth 向涉法青少年传授基本的个人理财知识
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-06-14 DOI: 10.1002/bin.2035
Amy N. Ethridge, Jacqueline M. Kemp, Anna Kate Edgemon, Sarah M. Richling
{"title":"Teaching basic personal finance to justice-involved youth","authors":"Amy N. Ethridge,&nbsp;Jacqueline M. Kemp,&nbsp;Anna Kate Edgemon,&nbsp;Sarah M. Richling","doi":"10.1002/bin.2035","DOIUrl":"10.1002/bin.2035","url":null,"abstract":"<p>Justice-involved youth (JIY) display skills deficits in a variety of domains, but particularly in life skills such as health habits, obtaining a job, and maintaining finances. These skills are particularly important for JIY, who often come from historically disenfranchised communities. This population encounters many challenges as they transition from juvenile correctional facilities to their respective communities. To have the greatest impact, these skills should likely be taught prior to the transition. Thus, the purpose of this study was to teach basic personal finance skills to adolescent males in a juvenile residential treatment facility, using an information packet with rehearsal and feedback. The intervention was specifically chosen to be minimally invasive due to the challenges presented by the COVID-19 pandemic relating to providing services to JIY. Data were analyzed visually using nonconcurrent multiple baseline designs. The results of the study showed the intervention was moderately effective at teaching basic financial skills relating to budgeting, banking, and credit to four participants.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141338081","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
Preference for social stimuli: A comparison of stimulus modes used in preference assessments 对社交刺激的偏好：偏好评估中使用的刺激模式比较
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-06-10 DOI: 10.1002/bin.2034
Shannon Wilson, Catia Cividini-Motta, Hannah MacNaul, Rebecca Salinas, Geninna Ferrer
{"title":"Preference for social stimuli: A comparison of stimulus modes used in preference assessments","authors":"Shannon Wilson,&nbsp;Catia Cividini-Motta,&nbsp;Hannah MacNaul,&nbsp;Rebecca Salinas,&nbsp;Geninna Ferrer","doi":"10.1002/bin.2034","DOIUrl":"10.1002/bin.2034","url":null,"abstract":"<p>Social stimuli are some of the most commonly used reinforcers. Previous research shows that preference for social stimuli can be identified using paired-stimulus preference assessments (PSPA) employing various stimulus modes (e.g., pictures of the actual social stimuli). To date, no study has evaluated the correspondence in preference for social stimuli identified via PSPAs completed using three differing stimulus modes. Therefore, this study compared the correspondence in preference hierarchy identified via PSPAs completed using video of the social stimuli (VSM), pictures of the actual social stimuli (PSM-A), and drawings of the social stimuli (PSM-D) and whether preference hierarchy remained stable over repeated administration of the PSPAs (i.e., 1 month). Moreover, we assessed participants' preference for the three types of stimulus modes. Results demonstrated that during the initial PSPAs, preference hierarchies were most similar across the PSPAs completed using VSM and PSM-A, that preference was most stable across repeated administration of the PSPAs completed using the VSM, and that participants' preference for differing stimulus modes was idiosyncratic. Moreover, the PSPAs completed using the VSM required the longest amount of time to create materials and administer the assessment.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141366533","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
Response to “Adapting preference assessments and reinforcement schedules to increase mask wearing with adults with intellectual disabilities” 对 "调整偏好评估和强化时间表以增加智障成人佩戴口罩的次数 "的回应
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-06-08 DOI: 10.1002/bin.2033
Lien-Chung Wei, Hsien-Jane Chiu
{"title":"Response to “Adapting preference assessments and reinforcement schedules to increase mask wearing with adults with intellectual disabilities”","authors":"Lien-Chung Wei,&nbsp;Hsien-Jane Chiu","doi":"10.1002/bin.2033","DOIUrl":"10.1002/bin.2033","url":null,"abstract":"","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141370715","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 the Performance Diagnostic Checklist-Human Services to assess and increase teacher token delivery 使用 "绩效诊断检查表--人力服务 "来评估和提高教师的象征性教学水平
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-05-31 DOI: 10.1002/bin.2032
Audrey N. Hoffmann, Colleen Pastina
{"title":"Using the Performance Diagnostic Checklist-Human Services to assess and increase teacher token delivery","authors":"Audrey N. Hoffmann,&nbsp;Colleen Pastina","doi":"10.1002/bin.2032","DOIUrl":"10.1002/bin.2032","url":null,"abstract":"<p>Staff implementation fidelity of behavioral interventions is an ongoing challenge in many educational settings. The Performance Diagnostic Checklist-Human Services (PDC-HS) is one tool that may be effective in identifying effective solutions to identified staff performance issues. This study examined the use of the PDC-HS to assess and identify interventions for increasing staff delivery of token reinforcers within a Positive Behavior Interventions and Supports (PBIS) school-wide system. Participants included five classroom teachers, ranging from 2 to 22 years of teaching experience. A concurrent multiple baseline design across participants was used including a baseline condition, implementation of a non-indicated intervention based on the PDC-HS, and implementation of a PDC-HS indicated intervention. The number of teacher-delivered tokens per school day was measured across the study. Results indicated participants' daily number of delivered tokens increased following implementation of the PDC-HS indicated intervention.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194682","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 procedures for establishing conditioned reinforcers 对建立条件强化物程序的系统回顾
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-05-25 DOI: 10.1002/bin.2026
Tracy Argueta, Brian Reichow, Paige Talhelm, Iser G. DeLeon
{"title":"A systematic review of procedures for establishing conditioned reinforcers","authors":"Tracy Argueta,&nbsp;Brian Reichow,&nbsp;Paige Talhelm,&nbsp;Iser G. DeLeon","doi":"10.1002/bin.2026","DOIUrl":"10.1002/bin.2026","url":null,"abstract":"<p>Establishing conditioned reinforcers is often critical to treatment for individuals diagnosed with autism spectrum disorder or intellectual and developmental disabilities (IDDs). Although researchers have evaluated several procedures, methods and results vary across studies, making it difficult to draw conclusions about these procedures' general and relative effectiveness. The purpose of this systematic review was to assess the overall and relative effectiveness of stimulus-stimulus (S-S) pairing, response-stimulus (R-S) pairing, and operant discrimination training (ODT) for establishing conditioned reinforcers for children on the autism spectrum or who have an IDD. Thirty-one studies, including 12 theses and dissertations, met inclusion criteria. Eight studies evaluated S-S pairing, 20 evaluated R-S pairing, and nine evaluated ODT. Combined, S-S pairing, R-S pairing, and ODT were effective at establishing conditioned reinforcers in only half of all attempts. However, analysis indicated that R-S pairing is the most effective procedure, followed by S-S pairing and ODT, in that order.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141151405","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 literature review of group contingencies with adults 关于成人团体应急措施的系统文献综述
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-05-15 DOI: 10.1002/bin.2027
Angela Fuhrmann-Knowles, Madhura Deshpande, Justin B. Leaf
{"title":"A systematic literature review of group contingencies with adults","authors":"Angela Fuhrmann-Knowles,&nbsp;Madhura Deshpande,&nbsp;Justin B. Leaf","doi":"10.1002/bin.2027","DOIUrl":"10.1002/bin.2027","url":null,"abstract":"<p>A group contingency is one in which a common consequence (e.g., a reinforcer or a punisher) is contingent on the behavior of one member of a group, the behavior of part of a group, or the behavior of every member in a group. The most commonly used group contingencies in behavior-analytic practice and research include interdependent, independent, and dependent group contingencies. Group contingencies are advantageous for multiple reasons, including their versatility, as they have been demonstrated to be effective across individuals, settings, and behaviors. Additionally, they are efficient as they can facilitate behavior change in multiple individuals at once. Previous literature reviews have supported the use of group contingencies with children; however, there has yet to be a systematic literature review conducted on group contingencies with adults. Because group contingencies have multiple benefits, it is important that a literature review be conducted to assess the evidence of these interventions when implemented with adults. A literature review of studies utilizing group contingencies with adults was conducted. Trends across studies, the efficacy of different group contingencies, clinical implications, and recommendations for future research are provided.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973154","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 brief experimental analysis for writing speed intervention identification 利用简短实验分析进行写作速度干预鉴定
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-05-10 DOI: 10.1002/bin.2019
Jonathan Schmidt, Joelle Krantz, Hunter King, Jennifer Vetter, Catherine Maruska
{"title":"Using a brief experimental analysis for writing speed intervention identification","authors":"Jonathan Schmidt,&nbsp;Joelle Krantz,&nbsp;Hunter King,&nbsp;Jennifer Vetter,&nbsp;Catherine Maruska","doi":"10.1002/bin.2019","DOIUrl":"10.1002/bin.2019","url":null,"abstract":"<p>The Brief Experimental Analysis (BEA) is an effective method for identifying interventions to improve academic skills but rarely been applied to individuals with writing deficits and individuals with intellectual disabilities. This study extends the BEA literature by identifying effective writing interventions to increase writing speed for a 16-year-old female with an intellectual disability. A BEA was used to evaluate four interventions (i.e., tracing, oral instruction, fixed ratio reinforcement, and response dependent reinforcer magnitude) for writing speed. Results identified fixed ratio reinforcement and response dependent reinforcer magnitude as most effective in increasing writing speed; results maintained over an extended treatment evaluation.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931482","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
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