Behavioral Interventions最新文献_第8页

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

Teaching Coin Concepts to Second Graders in a General Education Classroom Using Equivalence-Based Instruction in Pairs 在通识教育课堂上用等值教学对二年级学生教授硬币概念

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-10 DOI: 10.1002/bin.70077

Xiaoyuan Liu, Daniel M. Fienup

{"title":"Teaching Coin Concepts to Second Graders in a General Education Classroom Using Equivalence-Based Instruction in Pairs","authors":"Xiaoyuan Liu, Daniel M. Fienup","doi":"10.1002/bin.70077","DOIUrl":"https://doi.org/10.1002/bin.70077","url":null,"abstract":"<div>\u0000 \u0000 <p>Equivalence-based instruction (EBI) is a pedagogy that utilizes principles of stimulus equivalence and derived relations to promote generative learning outcomes. Much of the research has been conducted using computer-based programs with college students. The present study investigated the effect of EBI in teaching coin concepts to four second-grade students in a general education setting, who were taught in pairs. Participants learned content that included American coins and corresponding names and values. The researcher directly taught two selection-based relations and measured the participants' performance across 16 relations that involve both production responses. The researcher employed a simple-to-complex protocol to implement EBI and utilized Pear Deck to teach two relations directly in a small-group setting with 2 participants simultaneously. The results demonstrated that EBI successfully established coin equivalence classes across all four participants, demonstrating novel instructional arrangements that can be incorporated into naturalistic educational settings to address common educational standards.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147268927","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

Incorporating Mealtime Barriers During Caregiver Training of Behavior-Analytic Feeding Interventions 在行为分析喂养干预的看护者培训中纳入进餐时间障碍

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-09 DOI: 10.1002/bin.70079

Sarah D. H. McDevitt, Denise Pichardo, Alison M. Kozlowski, Carrie S. W. Borrero

{"title":"Incorporating Mealtime Barriers During Caregiver Training of Behavior-Analytic Feeding Interventions","authors":"Sarah D. H. McDevitt, Denise Pichardo, Alison M. Kozlowski, Carrie S. W. Borrero","doi":"10.1002/bin.70079","DOIUrl":"https://doi.org/10.1002/bin.70079","url":null,"abstract":"<div>\u0000 \u0000 <p>Previous research has shown that behavioral skills training is effective for training caregivers to implement behavior-analytic feeding interventions with high integrity. However, less is known about the generality of caregiver treatment integrity outside of the training context. Caregivers may experience challenges with generalizing their skills to the home as the training context (e.g., clinic) may not include stimuli necessary for caregiver skill generalization. Thus, the purpose of the current study was to evaluate caregiver integrity in the presence of mealtime barriers relevant to the home mealtime setting (e.g., eating while implementing treatment, attending to siblings during meals) and train caregivers to implement interventions with high integrity in the presence of these barriers. We trained three caregivers to implement behavior-analytic feeding interventions in the absence and presence of caregiver-identified mealtime barriers relevant to their home mealtime setting. Although treatment integrity decreased across caregivers in the presence of the mealtime barriers, all caregivers implemented interventions with high integrity with the mealtime barriers present by the end of the study. We discuss these results in terms of considerations for improving the generality of caregiver treatment integrity outside of the clinical setting.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146680287","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 Fluency Training on the Identification of Procedural Fidelity Errors 流利性训练对程序保真错误识别的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-06 DOI: 10.1002/bin.70072

Eleni Katechis, Salvador Ruiz, Lauren Schnell-Peskin, Andrew Livanis

引用次数: 0

The Effects of a Task Analysis and Self-Evaluation on the Acquisition of Yoga Poses 任务分析与自我评价对瑜伽姿势习得的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-06 DOI: 10.1002/bin.70078

Elizabeth Ortega, Raymond Miltenberger, Madelyn Mercado

引用次数: 0

A Comparison of the Response-Restriction Free Operant and Paired-Stimulus Preference Assessments for Children Who Exhibit Challenging Behavior 挑战行为儿童无反应限制操作偏好评价与配对刺激偏好评价的比较

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2026-02-06 DOI: 10.1002/bin.70081

McKenna E. Herbek, Jordan E. DeBrine, Amaya Rocheleau, Rebecca J. Barall, Colleen McGrory, Cynthia P. Livingston

{"title":"A Comparison of the Response-Restriction Free Operant and Paired-Stimulus Preference Assessments for Children Who Exhibit Challenging Behavior","authors":"McKenna E. Herbek, Jordan E. DeBrine, Amaya Rocheleau, Rebecca J. Barall, Colleen McGrory, Cynthia P. Livingston","doi":"10.1002/bin.70081","DOIUrl":"https://doi.org/10.1002/bin.70081","url":null,"abstract":"<div>\u0000 \u0000 <p>Practitioners use stimulus preference assessments to identify stimuli that may subsequently function as reinforcers. However, there may be challenges to implementing preference assessments if the removal of preferred items evokes challenging behavior. Nevertheless, previous research has demonstrated that different preference assessment formats produce varying levels of challenging behavior. In this study, we compared challenging behavior, preference hierarchies, and duration of assessment across a response-restriction (RR) free operant preference assessment and paired-stimulus preference assessment (PSPA) for 6 participants referred to an outpatient severe behavior clinic. Results indicated both assessment formats produced similar preference hierarchies while the RR preference assessment resulted in lower rates of challenging behavior for 4 of the 6 participants. Furthermore, the PSPA required less time to complete compared to the RR preference assessment. These results suggest that while both assessments effectively generate preference hierarchies, the RR assessment may be more suitable for individuals prone to challenging behavior, despite its longer duration required to complete.</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":"146256251","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

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