Behavioral Interventions最新文献_第7页

Establishing Hierarchical Classification Responding: Directly Trained and Emergent Responses 建立等级分类反应：直接训练和紧急反应

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-25 DOI: 10.1002/bin.70090

George H. Noell, Kristin A. Gansle, Hannah M. Sliman, Danielle M. De Lucia

引用次数: 0

Evaluating a Web-Based Training to Teach Behavior Analysis Students to Implement Behavioral Skills Training 评估基于网络的行为分析学生实施行为技能训练的培训

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-22 DOI: 10.1002/bin.70089

Kate N. Gray, Raymond G. Miltenberger, Emma J. Walker

{"title":"Evaluating a Web-Based Training to Teach Behavior Analysis Students to Implement Behavioral Skills Training","authors":"Kate N. Gray, Raymond G. Miltenberger, Emma J. Walker","doi":"10.1002/bin.70089","DOIUrl":"https://doi.org/10.1002/bin.70089","url":null,"abstract":"<div>\u0000 \u0000 <p>Researchers have found that behavioral skills training (BST) is often effective for teaching safety skills to children and adults with and without developmental disabilities. Nonetheless, BST often requires substantial time from trained behavior analysts to implement with fidelity. Trainee-implemented BST may allow many children to access high-quality safety skills training while not requiring the presence of a behavior analyst. A web-based module may be a cost-effective and easily accessible option for parents, teachers, or Registered Behavior Technicians to teach children these safety skills. The researchers used a nonconcurrent multiple baseline across participants design to evaluate the effectiveness of a web-based training to teach behavior analysis students to implement BST to teach medication safety skills to children with developmental disabilities. The web-based training increased treatment fidelity of one student up to at least 90% fidelity across three consecutive sessions, while two other participants required feedback to reach mastery criterion.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567756","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 a Web-Based Training to Teach Behavior Analysis Students to Implement Behavioral Skills Training 评估基于网络的行为分析学生实施行为技能训练的培训

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-22 DOI: 10.1002/bin.70089

Kate N. Gray, Raymond G. Miltenberger, Emma J. Walker

{"title":"Evaluating a Web-Based Training to Teach Behavior Analysis Students to Implement Behavioral Skills Training","authors":"Kate N. Gray, Raymond G. Miltenberger, Emma J. Walker","doi":"10.1002/bin.70089","DOIUrl":"https://doi.org/10.1002/bin.70089","url":null,"abstract":"<div>\u0000 \u0000 <p>Researchers have found that behavioral skills training (BST) is often effective for teaching safety skills to children and adults with and without developmental disabilities. Nonetheless, BST often requires substantial time from trained behavior analysts to implement with fidelity. Trainee-implemented BST may allow many children to access high-quality safety skills training while not requiring the presence of a behavior analyst. A web-based module may be a cost-effective and easily accessible option for parents, teachers, or Registered Behavior Technicians to teach children these safety skills. The researchers used a nonconcurrent multiple baseline across participants design to evaluate the effectiveness of a web-based training to teach behavior analysis students to implement BST to teach medication safety skills to children with developmental disabilities. The web-based training increased treatment fidelity of one student up to at least 90% fidelity across three consecutive sessions, while two other participants required feedback to reach mastery criterion.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567755","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 Simple Reinforcement-Based Intervention to Improve Performance on Reading Comprehension Assessments 使用简单的强化干预提高阅读理解评估的表现

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-19 DOI: 10.1002/bin.70087

Cassidy Wells, Stephanie L. Mattson

{"title":"Using a Simple Reinforcement-Based Intervention to Improve Performance on Reading Comprehension Assessments","authors":"Cassidy Wells, Stephanie L. Mattson","doi":"10.1002/bin.70087","DOIUrl":"https://doi.org/10.1002/bin.70087","url":null,"abstract":"<div>\u0000 \u0000 <p>In elementary school contexts, students may have difficulties performing at grade-level on academic progress monitoring assessments, and these deficits may be more prevalent for students who have disabilities such as attention-deficit hyperactivity disorder (ADHD). For some students, their poor performance may be due to behavioral and motivational considerations and not a specific skill deficit in the skill domain, thus highlighting the need to evaluate simple, reinforcement-based interventions that can be used to address performance issues due to behavior. In the current brief report investigation, researchers employed an AB design with embedded changing criterion components to evaluate the effects of a contextually appropriate intervention to improve performance on reading comprehension assessments for a second-grade student receiving special education services in a rural public-school context. The participant demonstrated an increase in accurate responding on reading comprehension assessments after implementation of the intervention and he maintained performance at or above the specified criterion throughout the intervention condition. Further, all intervention procedures were implemented by the resource and inclusion classroom teacher and the participant's performance during the intervention condition aligned with the performance of his same-age peers.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567400","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 Simple Reinforcement-Based Intervention to Improve Performance on Reading Comprehension Assessments 使用简单的强化干预提高阅读理解评估的表现

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-19 DOI: 10.1002/bin.70087

Cassidy Wells, Stephanie L. Mattson

{"title":"Using a Simple Reinforcement-Based Intervention to Improve Performance on Reading Comprehension Assessments","authors":"Cassidy Wells, Stephanie L. Mattson","doi":"10.1002/bin.70087","DOIUrl":"https://doi.org/10.1002/bin.70087","url":null,"abstract":"<div>\u0000 \u0000 <p>In elementary school contexts, students may have difficulties performing at grade-level on academic progress monitoring assessments, and these deficits may be more prevalent for students who have disabilities such as attention-deficit hyperactivity disorder (ADHD). For some students, their poor performance may be due to behavioral and motivational considerations and not a specific skill deficit in the skill domain, thus highlighting the need to evaluate simple, reinforcement-based interventions that can be used to address performance issues due to behavior. In the current brief report investigation, researchers employed an AB design with embedded changing criterion components to evaluate the effects of a contextually appropriate intervention to improve performance on reading comprehension assessments for a second-grade student receiving special education services in a rural public-school context. The participant demonstrated an increase in accurate responding on reading comprehension assessments after implementation of the intervention and he maintained performance at or above the specified criterion throughout the intervention condition. Further, all intervention procedures were implemented by the resource and inclusion classroom teacher and the participant's performance during the intervention condition aligned with the performance of his same-age peers.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567401","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

Contingent Vocal Imitation Increases Vocalizations of Children With Autism Spectrum Disorder 偶然的声音模仿增加了自闭症谱系障碍儿童的发声能力

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-10 DOI: 10.1002/bin.70083

Carolyn Crysdale, Martha Pelaez, Lori Mastrogiacomo, Jill Harper, Mary Jane Weiss

{"title":"Contingent Vocal Imitation Increases Vocalizations of Children With Autism Spectrum Disorder","authors":"Carolyn Crysdale, Martha Pelaez, Lori Mastrogiacomo, Jill Harper, Mary Jane Weiss","doi":"10.1002/bin.70083","DOIUrl":"10.1002/bin.70083","url":null,"abstract":"<div>\u0000 \u0000 <p>Caregivers' vocal imitation provided contingently on infant vocalization is an essential factor in early language development. While there is a large body of research using contingent vocal imitation (CVI) procedures with infants, there is limited research on applying the CVI procedure to young children with autism spectrum disorder (ASD). This study examined the effectiveness of the CVI procedure implemented by caregivers (staff members) to increase the vocalizations and echoic responses (imitative responses) of four children with ASD. The effects of CVI were compared to a noncontingent vocalization control condition using a modified alternating treatments design, with a baseline and reversal. All four participants demonstrated an increase in vocalizations in the CVI phase. Two participants demonstrated increased echoic (imitative) responses in the CVI conditions compared to the initial baseline condition and control condition. We discuss the implications of these findings for application and future research with younger children with ASD and in multiple settings and caregivers.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564837","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

Effects of a High-Probability Request Sequence on Visual Orienting and Instructional Accuracy in a Young Child With Autism 大概率请求序列对自闭症儿童视觉定向和教学准确性的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-09 DOI: 10.1002/bin.70086

Randi A. Sarokoff, Megan A. Mahoney, Daphna El-Roy, Jilian Planer DeTiberiis

{"title":"Effects of a High-Probability Request Sequence on Visual Orienting and Instructional Accuracy in a Young Child With Autism","authors":"Randi A. Sarokoff, Megan A. Mahoney, Daphna El-Roy, Jilian Planer DeTiberiis","doi":"10.1002/bin.70086","DOIUrl":"10.1002/bin.70086","url":null,"abstract":"<p>This study evaluated the effects of a high-probability (high-p) request sequence on visual orienting to the instructor and response accuracy during discrete trial teaching (DTT) for a 3.5-year-old child with autism spectrum disorder (ASD). High-p sequences involve presenting several simple, high-likelihood responses prior to a task less likely to be completed (low-probability; low-p task). Although high-p procedures have demonstrated effectiveness in increasing compliance, few studies have examined their effects on observing responses or instructional accuracy. Using an alternating treatments design, we compared visual orienting (defined as eyes open and gaze directed toward the instructor's face for at least 1 s within 5 s prior to S<sup>D</sup> delivery) and response accuracy across conditions with and without a high-p sequence. The high-p condition was associated with consistently higher levels of visual orienting (<i>M</i> = 85%) compared to the low-p condition (<i>M</i> = 36%), with minimal data overlap. Response accuracy was higher in the high-p condition (<i>M</i> = 72%) relative to the low-p condition (<i>M</i> = 57%), although overlap and variability were observed. These findings provide preliminary evidence that high-p sequences may increase observing responses that support instructional readiness. Limitations related to the identification and measurement of high-p instructions are discussed.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.70086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564395","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 Effect of the High-Probability Instructional Sequence Across Foods With Varying Levels of Participant Interaction 高概率教学序列在不同参与者互动水平下对食物的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-03-08 DOI: 10.1002/bin.70085

Christina Sheppard, David A. Wilder, Jonathan Fernand, Olivia Layman

{"title":"The Effect of the High-Probability Instructional Sequence Across Foods With Varying Levels of Participant Interaction","authors":"Christina Sheppard, David A. Wilder, Jonathan Fernand, Olivia Layman","doi":"10.1002/bin.70085","DOIUrl":"10.1002/bin.70085","url":null,"abstract":"<div>\u0000 \u0000 <p>We evaluated the utility of the high-probability (high-<i>p</i>) instructional sequence to increase bite acceptance and consumption of foods to which three children with autism spectrum disorder exhibited varying levels of interaction in a pre-assessment. We first conducted food preference assessments to identify each participants' most preferred foods. Next, to identify high-interaction, medium-interaction, and low-interaction foods, we conducted a food interaction assessment, which consisted of assessing participants' cooperation with instructions to touch, smell, and consume foods. We then incorporated the identified high-preference foods into high-<i>p</i> instructions (i.e., “Take a bite of <i>high-p food</i>”) and evaluated their utility to increase cooperation with three low-probability (low-<i>p</i>) instructions (i.e., “Take a bite of <i>low-p food”</i>) for each participant. The low-<i>p</i> instructions varied according to the level of participant interaction with the food as identified in the food interaction assessment (i.e., foods presented in the low-<i>p</i> instruction were either high-interaction, medium-interaction, or low-interaction foods). Results show that the high-<i>p</i> instructional sequence was effective to increase bite acceptance and consumption across all three levels of low-probability instructions for one participant, but ineffective to increase acceptance and/or consumption for the other two participants. We discuss the utility of the high-<i>p</i> instructional sequence to increase food consumption.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564124","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 Component Analysis of Behavioral Skills Training for Teaching Data Collection to Preservice Professionals 职前专业人员数据收集教学行为技能训练的成分分析

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-28 DOI: 10.1002/bin.70071

Hannah Keene, Erin Elfers, Sally B. Shepley

{"title":"A Component Analysis of Behavioral Skills Training for Teaching Data Collection to Preservice Professionals","authors":"Hannah Keene, Erin Elfers, Sally B. Shepley","doi":"10.1002/bin.70071","DOIUrl":"10.1002/bin.70071","url":null,"abstract":"<div>\u0000 \u0000 <p>Behavior Skills Training (BST) is a well-researched training method for training adults in diverse settings, and is comprised of four components: didactic instruction, modeling, rehearsal, and feedback. Although BST is widely supported in the literature as effective, its efficiency and the necessity of each individual component remain under investigation. We used an adapted alternating treatments design to compare individual BST components in teaching four data collection skills to four preservice professionals to determine which components were individually effective and, perhaps, superior within the BST model. We used counterbalancing to assign individual BST components to target skills across participants. Results indicated that modeling was the most effective component across participants, with some participants reaching mastery criteria in as few as two training sessions. Didactic instruction and feedback also improved performance, though less consistently. Social validity data also supported participant preference for modeling and feedback. These findings suggest that training packages incorporating individual or select combinations of BST components may be sufficient for teaching specific skills, allowing more resource-efficient and scalable adult training procedures. Future investigations should aim to define BST variations with greater precision and explore tiered or individualized training approaches based on skill complexity and trainee preferences.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569836","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

Foreign Language Instruction in Chinese-Speaking Neurotypical and Neurodivergent Children 汉语神经型和神经发散型儿童的外语教学

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-11 DOI: 10.1002/bin.70076

Liming Zhou, Xiaoyi Hu, Xueting Qi, Fang Yuan, Yongzhen Xie, Dan Hui, Lin Wang, Maximus Zhang, Lin Xiao

{"title":"Foreign Language Instruction in Chinese-Speaking Neurotypical and Neurodivergent Children","authors":"Liming Zhou, Xiaoyi Hu, Xueting Qi, Fang Yuan, Yongzhen Xie, Dan Hui, Lin Wang, Maximus Zhang, Lin Xiao","doi":"10.1002/bin.70076","DOIUrl":"https://doi.org/10.1002/bin.70076","url":null,"abstract":"<div>\u0000 \u0000 <p>This study evaluated a foreign-language teaching procedure, derived from Skinner's verbal behavior framework within a logographic linguistic community. The primary goal was to test whether a one-step Chinese-to-English (C–E) intraverbal training procedure could produce untaught English tacts, listener responses, and English-to-Chinese (E–C) intraverbals. Participants included twelve Chinese-speaking children (six neurotypical, six neurodivergent). A multiple-baseline design across two stimulus sets was employed. The simplified C–E intraverbal procedure resulted in robust and rapid acquisition for all participants and led to the reliable emergence of the untaught verbal operants. Furthermore, acquired skills maintained at a 4-week follow-up, and social validity ratings from teachers and parents were high. The findings strongly support the broad applicability of verbal-behavior-based foreign-language instruction across diverse learners and different veral communities, including non-alphabetic, logographic languages.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146256340","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