Behavioral Interventions最新文献_第9页

The Effects of the SDLMI on the Acquisition of Self-Determination Skills for Youth With Autism Spectrum Disorder SDLMI对自闭症谱系障碍青少年自我决定技能习得的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-12-20 DOI: 10.1002/bin.70069

Esra Orum Çattık, Yasemin Ergenekon

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引用次数: 0

The Effects of Sensory Integration and Physical Exercise on the Stereotypy of Preschoolers With Autism 感觉统合和体育锻炼对学龄前自闭症儿童刻板印象的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-12-18 DOI: 10.1002/bin.70068

Robin Nuzzolo, Jeannemarie Speckman, R. Douglas Greer

引用次数: 0

Accuracy of Caregiver Report for Evaluating Treatment Effects for Pediatric Feeding Disorder: A Replication 评价儿童喂养障碍治疗效果的护理人员报告的准确性：一项重复研究

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-12-15 DOI: 10.1002/bin.70067

Denise Pichardo, Lesley A. Shawler, Elizabeth A. Masler, Alison M. Kozlowski, Jessica L. Becraft

{"title":"Accuracy of Caregiver Report for Evaluating Treatment Effects for Pediatric Feeding Disorder: A Replication","authors":"Denise Pichardo, Lesley A. Shawler, Elizabeth A. Masler, Alison M. Kozlowski, Jessica L. Becraft","doi":"10.1002/bin.70067","DOIUrl":"https://doi.org/10.1002/bin.70067","url":null,"abstract":"<div>\u0000 \u0000 <p>Interventions based on the principles of applied behavior analysis are highly effective at treating pediatric feeding disorder by increasing appropriate mealtime behaviors and decreasing inappropriate mealtime behaviors. Treatment effectiveness is usually evaluated with data collected by trained observers. Unfortunately, trained observers may not always be available or present to monitor child behavior. To address this barrier, caregivers may be able to track their child's feeding treatment progress. A recent preliminary study suggested that some caregivers' data may correspond well with trained observers and that caregivers can detect large changes in challenging behavior. In the current investigation, we replicated and extended Becraft et al. with 8 caregivers of children receiving treatment for pediatric feeding disorder. Overall, caregiver data were significantly correlated with observer data for inappropriate and appropriate behavior for seven out of eight caregivers. We also evaluated agreement between caregiver and observer data on the presence or absence of an effect (i.e., a difference between phases). Out of 16 possible phase contrasts, caregiver data agreed with observer data on whether there was a treatment effect 14 and 16 times via visual analysis for inappropriate and appropriate behavior, respectively. These preliminary data suggest that caregiver data may be used to track feeding treatment progress to determine whether there is a treatment effect with little to no formal data collection training.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145848086","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 Brief, Nonvocal Auditory Feedback Across Fields 跨领域的简短、非声音听觉反馈的系统综述

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-12-03 DOI: 10.1002/bin.70066

Rachel R. Thomas, Sharon A. Reeve, Kenneth F. Reeve, Jason C. Vladescu, April N. Kisamore

引用次数: 0

A Comparison of Latency- and Rate-Based CSAs in the Treatment of Automatically Maintained Self-Injury 基于潜伏期和速率的csa在自动维持自伤治疗中的比较

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-26 DOI: 10.1002/bin.70063

Michelle A. Frank-Crawford, Drew E. Piersma, Savannah A. Tate, Sabrina M. Olivera, Zhibo Rong

引用次数: 0

Comparing Digital Stimulus Prompts to Teach Conditional Discriminations to Children With Autism Spectrum Disorder 比较数字刺激提示对自闭症谱系障碍儿童条件歧视的教育

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-25 DOI: 10.1002/bin.70060

Haven S. Niland, Samantha Bergmann, Karen A. Rader, Katherine M. Flores, Romeo I. Salazar, Caroline Richey

{"title":"Comparing Digital Stimulus Prompts to Teach Conditional Discriminations to Children With Autism Spectrum Disorder","authors":"Haven S. Niland, Samantha Bergmann, Karen A. Rader, Katherine M. Flores, Romeo I. Salazar, Caroline Richey","doi":"10.1002/bin.70060","DOIUrl":"https://doi.org/10.1002/bin.70060","url":null,"abstract":"<div>\u0000 \u0000 <p>Prompts are a common instructional component in skill-acquisition programs for children with autism spectrum disorder (ASD). Stimulus prompts are underused, likely due to limited contemporary guidance and challenges with their feasibility, making them somewhat enigmatic. Incorporating stimulus prompts into tablet-assisted instruction could improve feasibility. This applied study compared two types of digital stimulus prompts to teach conditional discriminations to three children with ASD. A survey of popular children's tablet apps and games informed prompt selection, and we conducted a tablet-based instruction readiness assessment. Using an adapted alternating treatments design with a no-treatment control, we compared motion (within stimulus) and pointing (extra stimulus) prompts across multiple stimulus sets. Both prompts were efficacious for two participants after individual modifications, and there was little difference in efficiency. Neither was efficacious for the third participant despite multiple modifications. Findings contribute to research on digital stimulus prompts and systematic evaluations of skill-acquisition procedures.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145595385","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 Stepwise Evaluation of Pairing and Shaping for Children With Autism and Feeding Difficulties 自闭症与喂养困难儿童配对与塑造的逐步评价

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-25 DOI: 10.1002/bin.70064

Nicole C. Demchuk, Angelica Ibarra, Bethany A. Hansen

{"title":"A Stepwise Evaluation of Pairing and Shaping for Children With Autism and Feeding Difficulties","authors":"Nicole C. Demchuk, Angelica Ibarra, Bethany A. Hansen","doi":"10.1002/bin.70064","DOIUrl":"https://doi.org/10.1002/bin.70064","url":null,"abstract":"<div>\u0000 \u0000 <p>Feeding difficulties are pervasive for children with autism. The present study investigated the effects of a pairing intervention on cooperation with instructions/acceptance of new foods, inappropriate behaviors, proximity to therapist, and indices of happiness for two children with autism and avoidant restrictive food intake disorder. The researchers sought to examine the effects of an intervention package that did not require restrictive seating or nonremoval of the spoon while assessing caregiver acceptability throughout the procedures. When the pairing intervention alone was not effective to decrease inappropriate behaviors and increase acceptance of new foods, we implemented pairing with shaping procedures. Pairing with shaping was effective to increase acceptance of four new foods for one participant. For the other participant, we ultimately implemented nonremoval of the spoon procedures to increase acceptance of new foods and decrease inappropriate mealtime behaviors. Results have implications for the conditions under which interventions other than nonremoval of the spoon may increase acceptance of new foods for children with autism and feeding difficulties, and how efficacy and efficiency may impact caregiver acceptability.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145595383","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

Preservice Special Education Teachers' Use of Behavior-Specific Praise: Effects on Middle School Students With Moderate Intellectual Disabilities 职前特殊教育教师使用行为特异性表扬：对中度智障中学生的影响

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-17 DOI: 10.1002/bin.70061

Orhan Çakıroğlu

引用次数: 0

Factors Impacting Data Reliability: Rate and Total Behaviors 影响数据可靠性的因素：速率和总行为

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-12 DOI: 10.1002/bin.70059

Brittney N. Workman, Samantha L. Hardesty

引用次数: 0

Using Fully Immersive Virtual Reality to Teach Safe Pedestrian Skills to Autistic Children 使用完全沉浸式虚拟现实向自闭症儿童教授安全的步行技能

IF 1.2 4区心理学

Behavioral Interventions Pub Date : 2025-11-04 DOI: 10.1002/bin.70054

Emily L. Ferris, Nicole M. Rodriguez, Ryan Thomas, James E. Gehringer

{"title":"Using Fully Immersive Virtual Reality to Teach Safe Pedestrian Skills to Autistic Children","authors":"Emily L. Ferris, Nicole M. Rodriguez, Ryan Thomas, James E. Gehringer","doi":"10.1002/bin.70054","DOIUrl":"https://doi.org/10.1002/bin.70054","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines the efficacy of fully immersive virtual reality (VR) to teach pedestrian safety skills to children with autism spectrum disorder. Four autistic children who met inclusion criteria related to tolerance of VR equipment, absence of problem behavior, and limited baseline skills participated. Using VR with an omnidirectional treadmill, participants were taught safe pedestrian crossing across three traffic conditions: clear crossings, busy crossings, and crossings where a vehicle came to a stop. Through a concurrent multiple probe design, pedestrian skills taught in VR were assessed for generalization across both virtual environments (VEs) and natural environments (NEs). All participants acquired the target response within the virtual teaching environments, and three of four participants demonstrated generalization across VE and NE, supporting the efficacy of immersive VR for promoting safety and independence. The findings highlight VR’s potential as a low-risk and customizable teaching environment capable of promoting real-world skill generalization.</p>\u0000 </div>","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":"40 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145469540","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