Journal of applied behavior analysis最新文献

The geographic distribution and gender of authors who have published in behavior-analytic journals have been analyzed at different points. Yet little is known about the geographic and gender diversity of editorial board members who have served on prominent behavior-analytic journals. We analyzed the regional and gender distribution of editorial board members-editors in chief, associate editors, and members of editorial boards-serving at the Journal of the Experimental Analysis of Behavior, Journal of Applied Behavior Analysis, and Perspectives on Behavior Science from 2000 to 2023. Our analysis showed that (a) the journals have been led primarily by editors with U.S. affiliations, (b) women have been underrepresented at the editor-in-chief and associate-editor levels, and (c) the gender gap has steadily decreased among editorial board members in recent years. We discuss the importance of diversity in the editorial leadership of academic journals and offer suggestions for expediting change.

A nasal swab test is commonly used to detect the presence of respiratory viruses, such as SARS-COV2 or influenza. Some individuals with autism spectrum disorder may display challenging behavior during these types of tests, which may interfere with safe and successful test completion. Research has shown that differential reinforcement without escape extinction combined with stimulus fading can be effective to increase cooperation with other types of medical tasks (e.g., blood draws). The purpose of the current study was to systematically replicate the procedures described in Stuesser and Roscoe (2020) to increase cooperation with nasal swab tests with five participants with autism spectrum disorder in a group-home setting in the context of an urgent global pandemic. Differential reinforcement was effective for one participant, and the addition of stimulus fading was effective for the remaining four participants. All five participants continued to cooperate with the nasal swab test during follow-up probes.

Early reading materials are replete with pictures. Pictures purportedly improve reading comprehension and motivation; however, the simultaneous presentation of pictures and text can also impede textual control for some readers. Attempts to remediate restricted stimulus control in picture-text compounds suggest that omitting the picture element is most effective, although these arrangements may also be less socially valid. The current study is an evaluation of a novel compound stimulus prompt (CSP) arrangement that required that the learner differentially respond to the underselected (i.e., textual) element during picture-book reading. The development of textual control in this condition was compared with that in text-only and picture prompt arrangements. The CSP condition required the same or fewer sessions to produce textual control as the text-only condition for five out of six participants who exhibited reading difficulties. Participants emitted more correct responses during CSP and picture prompt instruction and preferred these conditions to the text-only condition during a concurrent-chains assessment.

Previous research has demonstrated the displacement of leisure items by edible items in the context of preference assessments. Recent research has further evaluated this phenomenon by manipulating the magnitude of access to leisure items and evaluating the effect on preference when given the option between leisure and edible items (e.g., Clark et al., 2020). The current study replicated and extended Clark et al. (2020) by including a reversal design to evaluate the effects of differential magnitudes on participants' selection of a leisure item relative to an edible item. Increases in the duration of access to the leisure item resulted in participants choosing the leisure item over the edible item. Implications for practice and future research are discussed.

Children diagnosed with autism spectrum disorder are at high risk of being bullied, but research on teaching children with autism self-protection skills for bullying situations is scant. We taught five children self-protection skills for two types of bullying (threats and unkind remarks) and consecutive bullying occurrences. We first evaluated behavioral skills training and a textual prompt to teach children to report threats of physical or material harm, provide a disapproving statement after a first unkind remark, and occupy themselves with an activity away from a bully after a second unkind remark. Additional tactics were necessary to aid in the discrimination of bullying situations for two children. There were increases in the self-protection skills with all children. Results further support that an active-learning approach is efficacious in teaching responses to bullying in simulated situations. Considerations for teaching these skills while maintaining trust and rapport with children and caregivers are discussed.