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Behavioral Interventions最新文献

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Evaluating functional communication training without extinction in public school settings 在公立学校环境中评估无消退功能的功能性交流训练
IF 1 4区 心理学
Behavioral Interventions Pub Date : 2023-12-16 DOI: 10.1002/bin.1995
Jessica N. Torelli, Blair P. Lloyd
{"title":"Evaluating functional communication training without extinction in public school settings","authors":"Jessica N. Torelli,&nbsp;Blair P. Lloyd","doi":"10.1002/bin.1995","DOIUrl":"10.1002/bin.1995","url":null,"abstract":"<p>Functional communication training (FCT) in the treatment of escape-maintained problem behavior for children with disabilities often includes extinction for problem behavior, which is difficult for educators to implement in classroom settings. This study evaluated the effects of FCT with concurrent schedules, as an alternative to extinction, for two children with disabilities and multiply maintained problem behavior including escape functions. FCT with concurrent schedules reduced problem behavior for one participant and increased mands for both participants. The mixed effects across participants and behaviors may inform boundary conditions for FCT with concurrent schedules.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.1995","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138680678","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
Internet-delivered Parent–Child Interaction Therapy increases positive parenting behaviors that maintain over time 通过互联网提供的亲子互动疗法可增加积极的育儿行为，并长期保持下去
IF 1 4区 心理学
Behavioral Interventions Pub Date : 2023-12-11 DOI: 10.1002/bin.1996
Brad A. Dufrene, Zachary C. LaBrot, Lauren Peak, Caitlyn Weaver
{"title":"Internet-delivered Parent–Child Interaction Therapy increases positive parenting behaviors that maintain over time","authors":"Brad A. Dufrene,&nbsp;Zachary C. LaBrot,&nbsp;Lauren Peak,&nbsp;Caitlyn Weaver","doi":"10.1002/bin.1996","DOIUrl":"10.1002/bin.1996","url":null,"abstract":"<p>Young children's display of emotional and behavioral difficulties is relatively commonplace. However, if left unaddressed, these challenging behaviors have potential to develop into more serious problems. Furthermore, parents often report feeling unprepared to prevent and address their young children's emotional and behavioral difficulties. Fortunately, behavioral parent training strategies, such as Parent–Child Interaction Therapy, have been found to be effective for helping parents learn to effectively improve young children's behavior. Although effective, there are barriers to accessing behavioral parent training, such as cost, lack of transportation, and living in rural areas with limited mental and behavioral health care. Therefore, the purpose of this pilot study was to evaluate the effects of internet-delivered PCIT (iPCIT) on parents' use of praise, reflections, imitations, descriptions, and enjoyment/enthusiasm (PRIDE skills) with children referred for disruptive behavior. Participants in this study included three parents and their 2-year-old children. We used a concurrent multiple probe across participants' design to test the effects of iPCIT on parents' use of PRIDE skills and maintenance of treatment effects. Results indicated that all three parents increased their use of PRIDE skills and maintained them following termination of treatment. Results, implications, and future directions are discussed.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138572301","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
An experimental analysis of task refusal: A comparison of negative reinforcement contingencies and transitions between academic tasks 任务拒绝的实验分析：负强化应急措施与学习任务之间过渡的比较
IF 1 4区 心理学
Behavioral Interventions Pub Date : 2023-12-05 DOI: 10.1002/bin.1993
Erna Dögg Pálsdóttir, Atli Freyr Magnússon, Berglind Sveinbjörnsdóttir
{"title":"An experimental analysis of task refusal: A comparison of negative reinforcement contingencies and transitions between academic tasks","authors":"Erna Dögg Pálsdóttir,&nbsp;Atli Freyr Magnússon,&nbsp;Berglind Sveinbjörnsdóttir","doi":"10.1002/bin.1993","DOIUrl":"10.1002/bin.1993","url":null,"abstract":"<p>The purpose of the study was to do an experimental analysis of academic task refusal for one girl with a developmental disability. Task refusal was analyzed in two experimental analyses. First, an analysis testing if the behavior was maintained by negative reinforcement, and the second, an analysis testing if the behavior was the result of transitioning between academic tasks differing in preference. Task refusal did not occur in the demand condition of the functional analysis, indicating that the behavior was not maintained by escape from demands. Conversely, task refusal occurred solely in the second experimental analysis when transitioning from a high-preferred to a low-preferred academic task. In this case, the context of terminating a preferred academic task and transitioning to a less preferred academic task was aversive but not the demand itself. In addition, when an embedded break condition was compared to a no break condition in a multielement design, task refusal was reduced to zero levels.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138563526","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
An analysis of instructor- and tablet-presented conditional discriminations: Fidelity and rapidity 对教师和平板电脑演示的条件判别进行分析：保真度和快速性
IF 1 4区 心理学
Behavioral Interventions Pub Date : 2023-11-11 DOI: 10.1002/bin.1992
Taylor Kennedy, Tom Cariveau, Kathryn Grelck, Alexandria Brown, Delanie F. Platt, Paige Ellington
{"title":"An analysis of instructor- and tablet-presented conditional discriminations: Fidelity and rapidity","authors":"Taylor Kennedy,&nbsp;Tom Cariveau,&nbsp;Kathryn Grelck,&nbsp;Alexandria Brown,&nbsp;Delanie F. Platt,&nbsp;Paige Ellington","doi":"10.1002/bin.1992","DOIUrl":"10.1002/bin.1992","url":null,"abstract":"<p>Matching-to-sample arrangements are commonly used to teach conditional discriminations. In these arrangements, instructors must systematically arrange instruction to ensure that a learner's response comes under the intended sources of stimulus control. Given the multitude of instructional considerations, the instructors' procedural fidelity has been a significant concern. Recently, LeBlanc et al. found that brief training and access to enhanced data sheets produced high levels of fidelity with experienced service providers. The current study extended LeBlanc et al. by examining the effects of a similar training on the fidelity and instructional pacing by participants with and without previous experience. The participants' performance was also compared when using a flashcard or binder (i.e., printed) arrays and relative to a tablet-delivered instructional program. High levels of fidelity were observed following training, although pacing was slow. Slight differences in performance were observed across comparison arrays; nevertheless, the tablet-based program outperformed instructors.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.1992","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135042659","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 video feedback on running form 视频反馈对跑步姿势的影响
IF 1 4区 心理学
Behavioral Interventions Pub Date : 2023-11-07 DOI: 10.1002/bin.1990
Mariana Morante, Raymond Miltenberger, Jennifer Cook
{"title":"The effects of video feedback on running form","authors":"Mariana Morante,&nbsp;Raymond Miltenberger,&nbsp;Jennifer Cook","doi":"10.1002/bin.1990","DOIUrl":"10.1002/bin.1990","url":null,"abstract":"<p>Correct running form is important for injury prevention; as such, correct form promotes continued engagement in running as a long-term form of exercise. Researchers have shown video feedback to be an effective strategy to improve athletic form for a variety of sports, but it has not been evaluated in any behavior analytic research as a method for improving running form. The purpose of this study is to evaluate the effectiveness of video feedback to improve running form for regular runners. During baseline, each participant was video recorded while running without any feedback (verbal or video). During intervention, the researcher recorded the participant, then showed them the video and provided feedback on correct or incorrect form, according to a 9-step task analysis. Results show that all three participants achieved 100% correct steps on the task analysis when video feedback was used to maintain their form during follow-up.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135474784","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
Implementing skill-based treatment within a classroom setting for an adolescent with autism 在课堂环境中为自闭症青少年实施技能治疗
IF 1 4区 心理学
Behavioral Interventions Pub Date : 2023-11-05 DOI: 10.1002/bin.1989
Rebecca Cervi, Deborah J. Gruber, Deborah A. Napolitano
{"title":"Implementing skill-based treatment within a classroom setting for an adolescent with autism","authors":"Rebecca Cervi,&nbsp;Deborah J. Gruber,&nbsp;Deborah A. Napolitano","doi":"10.1002/bin.1989","DOIUrl":"10.1002/bin.1989","url":null,"abstract":"<p>Research exists to support the efficacy of the Interview-Informed Synthesized Contingency Analysis (IISCA) and skill-based treatment (SBT) to address problem behavior within a clinical setting. However, limited research is available to support their use in a classroom setting and especially as a tool to avoid the display of problem behavior altogether. In the current study, the IISCA, informed by an open-ended interview, was conducted with a single participant in the classroom after a prolonged absence from school due to COVID-19. Results of the IISCA were used to determine the multiple contingencies that were likely to evoke problem behavior upon re-introduction of academic task demands. A skill-based treatment was then developed based on these contingencies, which involved teaching the participant functional communication, delay tolerance, and following academic instruction in relevant contexts. After 25 treatment sessions, the participant had acquired and maintained all of these skills, including the ability to functionally communicate, tolerate removal of preferred items, and follow educational instructions within the typical classroom routine. This study shows the applicability of the IISCA and SBT when implemented within the classroom setting and when used to reintroduce educational instruction to an individual with autism after a prolonged break from school.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bin.1989","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725184","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
Further evaluation of a hands-on-shoulder plus praise procedure to reduce toe walking 进一步评估减少脚趾行走的 "手-肩加赞美 "程序
IF 1 4区 心理学
Behavioral Interventions Pub Date : 2023-11-01 DOI: 10.1002/bin.1991
David A. Wilder, Christina Sheppard, Franchesca Izquierdo, Kira Flynn
{"title":"Further evaluation of a hands-on-shoulder plus praise procedure to reduce toe walking","authors":"David A. Wilder,&nbsp;Christina Sheppard,&nbsp;Franchesca Izquierdo,&nbsp;Kira Flynn","doi":"10.1002/bin.1991","DOIUrl":"10.1002/bin.1991","url":null,"abstract":"<p>Idiopathic toe walking (ITW) refers to ambulation with a toe-to-toe gait in the absence of a known cause. Although it is exhibited by typically developing children, it is more common among children with autism spectrum disorder (ASD). Persistent ITW can cause several long-term medical problems, including ankle deformities and balance and posture abnormalities. In the current study, we first conducted a series of no interaction or alone conditions to verify that ITW exhibited by four children with ASD persisted in the absence of social consequences. We then evaluated a hands-on-shoulder plus praise procedure in which gentle pressure is applied to participants' shoulders to prompt their heels to contact the ground, along with praise for appropriate steps in order to reduce ITW. Results suggest that the procedure was effective with all participants, and measures of social validity indicate that caregivers approved of the procedure. We discuss the results in terms of the putative mechanisms responsible for the effects of the procedure as well as the conditions under which the procedure might be used.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135372073","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
An online sequential training package to teach citation formatting: Within and across participant analyses 教授引文格式的在线连续培训包：参与者内部和参与者之间的分析
IF 1 4区 心理学
Behavioral Interventions Pub Date : 2023-10-24 DOI: 10.1002/bin.1988
Kendra E. Guinness, Diana Parry-Cruwys, Ryan S. Atkinson, Jacquelyn M. MacDonald
{"title":"An online sequential training package to teach citation formatting: Within and across participant analyses","authors":"Kendra E. Guinness,&nbsp;Diana Parry-Cruwys,&nbsp;Ryan S. Atkinson,&nbsp;Jacquelyn M. MacDonald","doi":"10.1002/bin.1988","DOIUrl":"10.1002/bin.1988","url":null,"abstract":"<p>When teaching complex skills in higher education settings, different individuals may require different levels of instruction to achieve mastery. The current study replicated and extended Parry-Cruwys et al. (2022) by evaluating the effects of an online sequential training package on accuracy of APA citations with graduate students in behavior analysis. The intervention consisted of (a) a checklist of APA citation criteria, (b) online modules based on principles of behavioral instruction, and (c) email feedback. All components were delivered remotely through course management software and introduced sequentially such that participants experienced only the intervention necessary to meet the mastery criterion. Of 13 participants, seven required the checklist only, two required the checklist and online modules, and four required the checklist, modules, and feedback. An across participant acquisition analysis revealed additional response patterns that could inform the refinement of future training materials. This evaluation demonstrates an efficient mechanism for assessing skill acquisition at the level of the individual learner in the context of higher education.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322559","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 scoping review of empirical research on emergent intraverbal behavior 新出现的言语内行为实证研究范围综述
IF 1 4区 心理学
Behavioral Interventions Pub Date : 2023-10-23 DOI: 10.1002/bin.1986
Daniel E. Conine, Sarah E. Frampton, Kyrsten A. Buote, Chelsea E. Keller
{"title":"A scoping review of empirical research on emergent intraverbal behavior","authors":"Daniel E. Conine,&nbsp;Sarah E. Frampton,&nbsp;Kyrsten A. Buote,&nbsp;Chelsea E. Keller","doi":"10.1002/bin.1986","DOIUrl":"10.1002/bin.1986","url":null,"abstract":"<p>For decades, Skinner's analysis of verbal behavior has been applied in a variety of contexts. One critically important topic in this area is the extent to which some verbal operants may be learned indirectly, as a result of learning other verbal operants. This phenomenon is often referred to as emergent verbal behavior, and is critical to our understanding of how language is learned in a generative fashion across the lifespan. Emergent intraverbal repertoires are especially important because responses under some degree of intraverbal control may constitute a majority of responses in a fully formed verbal repertoire. Recent literature reviews suggest that there are many published studies on emergent intraverbals, but that this body of literature is highly heterogeneous. To provide an overview of this literature and map out the various tactics used across studies, we conducted a scoping review. We identified 99 total experiments on emergent intraverbals contained in 79 total articles. Findings are summarized in terms of populations and independent variables studied, procedural variations, and recommendations for future research.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413737","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
Treatment outcomes for children with chronic food refusal in a community behavioral health center 社区行为健康中心对长期拒食儿童的治疗结果
IF 1 4区 心理学
Behavioral Interventions Pub Date : 2023-10-13 DOI: 10.1002/bin.1987
Rinita L. Roberts, Georgina J. Sakyi, Scott Hickey, Stacey C. Grebe
{"title":"Treatment outcomes for children with chronic food refusal in a community behavioral health center","authors":"Rinita L. Roberts,&nbsp;Georgina J. Sakyi,&nbsp;Scott Hickey,&nbsp;Stacey C. Grebe","doi":"10.1002/bin.1987","DOIUrl":"10.1002/bin.1987","url":null,"abstract":"<p>Abnormal patterns of feeding behavior are seen in children with and without developmental disabilities; if not treated early, these patterns may lead to a diagnosis of avoidant/restrictive food intake disorder (ARFID). A multitude of treatments for ARFID varying in theoretical orientation, intensity, and modality exist in the literature. Given the potential for complexity in the clinical presentation of ARFID, intensive interdisciplinary treatment programs are often the preferred intervention choice. However, due to the limited availability of these highly controlled settings, underserved populations are often limited to any outpatient feeding therapy that is available locally. This study focused on examining the outcomes of a behavioral outpatient feeding program in a community behavioral health center. Results show that there were statistically significant treatment outcomes when comparing observable feeding behaviors and caregiver satisfaction measures from admission to discharge. Moreover, these gains were maintained at follow-up supporting the treatment efficacy of such programs.</p>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"39 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855240","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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