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Behavioral Interventions最新文献

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Preliminary assessment of augmentative and alternative communication-related stereotypy 对与辅助和替代性交流有关的刻板印象的初步评估
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-07-21 DOI: 10.1002/bin.2042
Natalie R. Andzik, Stephen F. Walker, Cassandra A. O’Hara, Samantha A. Camacho, Lacey Landmeier, Mary Brander
{"title":"Preliminary assessment of augmentative and alternative communication-related stereotypy","authors":"Natalie R. Andzik,&nbsp;Stephen F. Walker,&nbsp;Cassandra A. O’Hara,&nbsp;Samantha A. Camacho,&nbsp;Lacey Landmeier,&nbsp;Mary Brander","doi":"10.1002/bin.2042","DOIUrl":"10.1002/bin.2042","url":null,"abstract":"<p>Improving social communication and reducing challenging forms of restricted and repetitive behaviors (i.e., stereotypy) are often the focus of behavioral interventions for individuals with autism and other developmental disabilities. Interventions incorporating augmentative and alternative communication (AAC) systems are utilized to improve independent communication. However, using electronic AAC devices (e.g., iPads) may increase stereotypic behaviors (i.e., pressing the same icon on an AAC device two or more times within 2 s), which may impact the development and maintenance of communication skills. There is a shortage of research focusing on AAC-related stereotypy, with only one study that includes a systematic assessment and treatment evaluation (Cook et al., 2017). The purpose of the current investigation was to conduct a functional analysis screening procedure that only included play and no-interaction conditions to adequately assess the function of AAC-related stereotypy. We sought to ask, how client-specific modifications to functional assessment procedures affect the outcomes of functional assessments of AAC-related stereotypy. Initial findings suggest that AAC-related stereotypy is often automatically reinforced, but its occurrence can be sensitive to the presence/absence of specific environmental stimuli.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779966","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
Simultaneous presentation and differential reinforcement to increase consumption 同时呈现和差异强化以增加消费量
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-07-20 DOI: 10.1002/bin.2044
Kathryn M. Peterson, Jaime G. Crowley-Zalaket, Vivian F. Ibañez
{"title":"Simultaneous presentation and differential reinforcement to increase consumption","authors":"Kathryn M. Peterson,&nbsp;Jaime G. Crowley-Zalaket,&nbsp;Vivian F. Ibañez","doi":"10.1002/bin.2044","DOIUrl":"10.1002/bin.2044","url":null,"abstract":"<p>Many autistic children display feeding difficulties and consume a limited food variety. These feeding difficulties could be conceptualized as change-resistant behavior because children often exhibit rigid mealtime routines, avoid novel foods, and only consume foods according to specific types, textures, or under specific mealtime conditions. Currently, behavior-analytic treatments for pediatric feeding disorders have the most empirical support and many studies have demonstrated the effectiveness of extinction-based treatments. However, there is less research on alternative treatments for increasing consumption of novel or non-preferred foods among children with autism spectrum disorder (ASD). In the current study, we evaluated simultaneous presentation and differential reinforcement to increase consumption of novel, target foods for two participants with ASD and change-resistant feeding behavior.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141738621","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
Using behavioral skills training to teach goal setting for health behaviors 利用行为技能培训教授健康行为的目标设定
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-07-14 DOI: 10.1002/bin.2041
Michelle Beaulieu, Matthew P. Normand, Raymond G. Miltenberger
{"title":"Using behavioral skills training to teach goal setting for health behaviors","authors":"Michelle Beaulieu,&nbsp;Matthew P. Normand,&nbsp;Raymond G. Miltenberger","doi":"10.1002/bin.2041","DOIUrl":"10.1002/bin.2041","url":null,"abstract":"<p>Goal setting is a component of many behavior-change interventions, with the Specific, Measurable, Attainable, Relevant, Time-Bound (SMART) goal-setting method being a commonly used strategy. The current study used a multiple-baseline across participants design to evaluate the efficacy of behavioral skills training (BST) to teach individuals to set health-related SMART goals in response to multiple hypothetical health scenarios. Participant attempts at goal setting were scored according to a task analysis encompassing each major element of SMART goals. Goal-setting performance noticeably improved following an average of 1.25 h of BST, and participants rated the intervention and outcomes favorably.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650070","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
Effects of check-in interval on active engagement in people with dementia 签到间隔对痴呆症患者积极参与的影响
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-07-10 DOI: 10.1002/bin.2040
Ebonee Hodder, Javier Virúes-Ortega, Sarah Taylor, Katrina J. Phillips, Rebecca A. Sharp
{"title":"Effects of check-in interval on active engagement in people with dementia","authors":"Ebonee Hodder,&nbsp;Javier Virúes-Ortega,&nbsp;Sarah Taylor,&nbsp;Katrina J. Phillips,&nbsp;Rebecca A. Sharp","doi":"10.1002/bin.2040","DOIUrl":"10.1002/bin.2040","url":null,"abstract":"<p>Social isolation and a lack of engagement in activities are common among people with dementia living in residential care. The check-in procedure, in which staff approach a resident to offer a choice of activities and praise engagement every 15 min, is effective in increasing engagement. However, the schedule effects of the check-in procedure have not been previously evaluated. We assessed whether the check-in procedure was effective with an extended check-in interval of 30 min. We found that the procedure remained effective with a leaner schedule and that engagement persisted above baseline levels between check-in interactions. Staff reported that the intent to increase engagement was valuable and that the procedure was easy to implement. We discuss our findings in the context of participatory interventions for dementia and the potential role of organizational factors in the adoption of evidence-based procedures in dementia care.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.2040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611905","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
A preliminary analysis of computer-based asynchronous awareness training for public speaking disfluencies 基于计算机的公共演讲口误异步认知培训初步分析
IF 1.1 4区 心理学
Behavioral Interventions Pub Date : 2024-07-02 DOI: 10.1002/bin.2039
Christopher J. Perrin, Jonathon Metz, Tracy L. Kettering
{"title":"A preliminary analysis of computer-based asynchronous awareness training for public speaking disfluencies","authors":"Christopher J. Perrin,&nbsp;Jonathon Metz,&nbsp;Tracy L. Kettering","doi":"10.1002/bin.2039","DOIUrl":"10.1002/bin.2039","url":null,"abstract":"<p>Simple habit reversal training is effective at reducing public speaking disfluencies; however, the time and resources necessary to implement this intervention may reduce practicality for widespread adoption. The purpose of the present study was to evaluate the effectiveness of asynchronous awareness training. Four participants completed a computer-based training consisting of response description and practice detecting recorded disfluencies prior to taking a quiz in which they scored the frequency of disfluencies in a recorded speech. Relative to baseline, all participants' rates of disfluencies decreased following training. In addition, acceptability ratings were high and all participants indicated greater willingness to participate in asynchronous training than in-person training.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141547230","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
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
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