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Journal of applied behavior analysis最新文献

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Evaluation of a latency-based competing stimulus assessment 评估基于潜伏期的竞争刺激评估。
IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Pub Date : 2024-07-24 DOI: 10.1002/jaba.2900
Madison H. Imler, Jennifer R. Weyman

A competing stimulus assessment is used to identify stimuli that are associated with a low level of challenging behavior and a high level of engagement. These stimuli are often used as a treatment component for challenging behavior that is maintained by automatic reinforcement. One limitation of implementing competing stimulus assessments is that they may be time consuming. The purpose of the current study was to evaluate the efficacy and efficiency of a latency-based competing stimulus assessment. During the asssessment, a therapist presented potential competing stimuli to the participants and contingent on the first occurrence of challenging behavior, the trial was terminated. The results of a brief treatment evaluation indicated that stimuli that were associated with the longest latency to challenging behavior were more effective in competing with challenging behavior relative to stimuli that were associated with shorter latencies. However, procedural modifications were necessary for one participant. The use of latency-based measures improved the efficiency of conducting a competing stimulus assessment.

竞争性刺激评估用于确定与挑战行为程度低和参与程度高相关的刺激。这些刺激通常被用作治疗通过自动强化来维持的挑战性行为的一个组成部分。实施竞争性刺激评估的一个局限性是可能会耗费大量时间。本研究旨在评估基于潜伏期的竞争刺激评估的效果和效率。在评估过程中,治疗师向参与者展示潜在的竞争刺激,如果首次出现挑战行为,则终止试验。简短的治疗评估结果表明,相对于潜伏期较短的刺激物而言,与挑战行为潜伏期最长的刺激物能更有效地与挑战行为竞争。不过,有一名参与者需要对程序进行修改。使用基于潜伏期的测量方法提高了进行竞争刺激评估的效率。
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引用次数: 0
Evaluating an Excel-based tool for interpreting functional analyses: A functional analysis decision support system 评估基于 Excel 的功能分析解释工具:功能分析决策支持系统。
IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Pub Date : 2024-07-22 DOI: 10.1002/jaba.2901
Amanda Preston, Paul Szikszai, Valdeep Saini, Ryan Brightman

When applied to functional analysis results, structured visual inspection criteria have resulted in improvements in the levels of agreement between raters as well as earlier identification of the function of challenging behavior. However, multistep criteria can be difficult to apply in real time, which could be a barrier to widespread adoption in practice. This study evaluated a Microsoft-Excel-based functional analysis decision support system (FADSS), which could aid behavior analysts with interpreting functional analysis results. Final overall agreement between the FADSS and post hoc visual inspection was high at 95%. Final overall agreement between the post hoc results generated by FADSS and ongoing results generated by FADSS was acceptable at 81%, representing a 50% increase in efficiency. These results indicate that FADSS could aid behavior analysts when interpreting functional analysis results in real time.

在应用于功能分析结果时,结构化视觉检查标准提高了评分者之间的一致程度,并能更早地识别挑战行为的功能。然而,多步骤标准可能难以实时应用,这可能成为在实践中广泛采用的障碍。本研究评估了基于 Microsoft-Excel 的功能分析决策支持系统(FADSS),该系统可帮助行为分析师解释功能分析结果。功能分析决策支持系统与事后视觉检查的最终总体一致性高达 95%。由 FADSS 生成的事后结果与由 FADSS 生成的持续结果之间的最终总体一致性为 81%,可以接受,这意味着效率提高了 50%。这些结果表明,FADSS 可以帮助行为分析师实时解释功能分析结果。
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引用次数: 0
Comparing teaching with tactile guidance with video modeling with self-evaluative video feedback to train medical skills 比较触觉引导教学、视频建模和自我评价视频反馈,以训练医疗技能。
IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Pub Date : 2024-07-19 DOI: 10.1002/jaba.1100
Kelcie E. McCafferty, David A. Wilder, Nicole Gravina, Letitia Bible, Rachel Ferguson

Modern medical training consists largely of lecture-based instruction and in vivo or video modeling of specific skills. Other instructional methods, such as teaching with acoustical guidance (TAGteach), have rarely been evaluated. In this study, we compared teaching with tactile guidance, or tactile TAGteach in which a vibratory stimulus is delivered to indicate a correct response, with video modeling and self-evaluative video feedback to teach four participants two medical skills: simple interrupted suture and endotracheal intubation. The results showed that both instructional methods improved performance. However, three participants met the mastery criterion in the tactile TAGteach condition first, although this instructional method required more time to train the skills. We discuss the implications of these findings for training skills to medical practitioners.

现代医学培训主要包括讲座式教学和特定技能的活体或视频示范。其他教学方法,如声学引导教学法(TAGteach),则很少进行评估。在这项研究中,我们比较了触觉引导教学法(或触觉 TAGteach,即通过振动刺激来指示正确的反应)与视频建模和自我评估视频反馈法,这两种方法都用于教授四名参与者两项医疗技能:简单间断缝合和气管插管。结果显示,这两种教学方法都提高了学员的成绩。然而,在触觉 TAGteach 条件下,三名参与者首先达到了掌握标准,尽管这种教学方法需要更多的时间来训练技能。我们讨论了这些发现对培训医疗从业人员技能的影响。
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引用次数: 0
Incentivized collaborative care to disseminate and enhance contingency-management services 激励合作护理,传播和加强应急管理服务。
IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Pub Date : 2024-07-14 DOI: 10.1002/jaba.1099
Rosemarie M. Davidson, Hayley D. Brown, Sean D. Regnier, Anthony DeFulio

Contingency management is especially effective in supporting medication adherence and drug abstinence among people with opioid use disorder. However, the incorporation of contingency management into clinical practice has been slow. The present study was designed to evaluate the feasibility, acceptability, and usability of incentives for providers as a means of accelerating collaborative care with contingency management. Thirteen buprenorphine prescribers served as participants in a nonexperimental study. The prescribers who referred patients to a contingency-management service received monetary incentives for reviewing patient performance data and describing their use of these data in treatment decisions. The results show that this approach is feasible, acceptable, and easy to use for everyone involved. Self-reports indicate improved prescriber–patient relationships and more informed care. However, prescriber-focused incentives did not appear to greatly enhance access to contingency-management services for patients. Thus, provider incentives may be beneficial but further research is needed to advance adoption of contingency management.

应急管理对支持阿片类药物使用障碍患者坚持服药和戒毒尤为有效。然而,将应急管理纳入临床实践的工作进展缓慢。本研究旨在评估对医疗服务提供者采取激励措施的可行性、可接受性和可用性,以此来加速应急管理的合作护理。13 名丁丙诺啡处方者参与了这项非实验性研究。将患者转介到应急管理服务机构的处方医生在审查患者的表现数据并描述他们在治疗决策中对这些数据的使用情况后,将获得金钱奖励。研究结果表明,这种方法是可行的、可接受的,而且对每个参与者来说都很容易使用。自我报告显示,处方者与患者之间的关系得到了改善,护理工作也更加知情。然而,以开药者为中心的激励措施似乎并没有大大提高患者获得应急管理服务的机会。因此,对提供者的激励可能是有益的,但还需要进一步的研究来推动应急管理的采用。
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引用次数: 0
The scientist/practitioner in behavior analysis: A case study 行为分析中的科学家/实践者:案例研究。
IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Pub Date : 2024-07-08 DOI: 10.1002/jaba.1094
Murray Sidman

This article is a transcription of Murray Sidman's presentation at the annual meeting of the Society for the Quantitative Analysis of Behavior in May 1998. It describes the development (from 1965 to 1975) of behavior-change programs implemented outside the animal laboratory to benefit humans before such application was established formally as an entity derived from the experimental analysis of behavior. The presentation illustrates the use of an inductive method in practice, where working with a fluid behavior stream entails making intervention decisions on the spot. Examples include fading and backward-chaining procedures in the establishment and stimulus control of novel actions. Sidman also discusses the certification of practitioners and the interaction between client and therapist and between basic and applied endeavors. The latter define what is contemporaneously described as translational intervention. It is noteworthy that Sidman's presentation was at a meeting attended by both practitioners and scientists.

本文是默里-西德曼(Murray Sidman)在 1998 年 5 月行为定量分析学会年会上的演讲实录。文章描述了在动物实验室外实施的行为改变计划的发展历程(1965 年至 1975 年),在这种应用被正式确立为行为实验分析的一个衍生实体之前,这种应用就已经造福于人类。该演讲说明了归纳法在实践中的应用,在处理流动的行为流时,需要当场做出干预决定。例子包括在建立和刺激控制新动作时的消退和后向连锁程序。西德曼还讨论了从业人员的认证、客户与治疗师之间的互动以及基础工作与应用工作之间的互动。后者定义了当代所谓的转化干预。值得注意的是,西德曼的演讲是在一个从业人员和科学家都参加的会议上进行的。
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引用次数: 0
A replication of extended implementation and social interaction during the Step it UP! Game for adults with disabilities 在 "步步高升 "游戏中复制扩展实施和社会互动!残障成人游戏。
IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Pub Date : 2024-07-04 DOI: 10.1002/jaba.1098
Rebecca Seward, Ryan Redner

The purpose of the present experiments was to systematically replicate Step it UP! Game interventions with adults with disabilities. Participants were divided into two competing teams, and the team with the highest step count participated in a prize drawing. Experiment 1 (N = 9) evaluated the efficacy of an extended version of the Step it UP! Game that included additional and longer sessions. Experiment 2 (N = 8) evaluated the addition of contingent experimenter attention during the Step it UP! Game. Baseline, Step it UP! Game, and Step it UP! Game plus interaction sessions were evaluated in a multielement design. The Step it UP! Game was effective with additional and longer sessions, and all participants took more steps during Step it UP! Game sessions. Adding experimenter interaction to the Step it UP! Game did not increase the efficacy of the intervention.

本实验的目的是系统地复制 Step it UP!游戏对成年残疾人的干预。参与者被分成两个竞争小组,步数最高的小组参加抽奖。实验 1(N = 9)评估了扩展版 "迈步向上 "游戏的效果!游戏的效果进行了评估,该游戏包括更多和更长的环节。实验 2(N = 8)评估了在 "向前迈步!"游戏中增加实验者注意力的效果!游戏的效果。基线、Step it UP!游戏和 Step it UP!游戏和 Step it UP!Step it UP!游戏在增加和延长互动环节后效果显著,所有参与者都在 "迈开腿 "游戏环节中迈出了更多的步子!游戏环节中,所有参与者都迈出了更多的步子。在 Step it UP!游戏并没有提高干预效果。
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引用次数: 0
Evaluation of a training package to teach pairing procedures 评估配对程序教学培训教材。
IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Pub Date : 2024-07-01 DOI: 10.1002/jaba.1097
Gloria Leyla Fanning Tacoaman, Rocio Rosales, Samuel Shvarts

Pairing is a commonly recommended practice used to build rapport and create positive therapeutic environments. However, there are limited evaluations of training procedures to teach pairing skills to direct-care staff. The purpose of the present study was to formalize and improve the efficiency of the training process for the initial stages of pairing using video modeling with embedded voice-over instructions plus performance feedback. Participants included three dyads of behavior technicians and children with autism. The results indicated that the training package increased the consistency of pairing implementation. These outcomes were maintained in a novel setting and for up to 4 weeks following training. We also measured relevant child behaviors such as joint attention, engagement, indices of happiness, and calm. Specific areas for future research are described.

配对是一种普遍推荐的做法,用于建立融洽关系和创造积极的治疗环境。然而,目前对直接护理人员配对技能培训程序的评估还很有限。本研究的目的是利用视频建模、嵌入式画外音指导和表现反馈,将配对初始阶段的培训过程正规化并提高其效率。参与者包括三对行为技术人员和自闭症儿童。结果表明,培训包提高了配对实施的一致性。这些结果在新环境中和培训后的 4 周内都得以保持。我们还测量了相关的儿童行为,如共同注意、参与、快乐指数和平静。本文介绍了未来研究的具体领域。
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引用次数: 0
Increasing the Likelihood That Consent Is Informed 提高知情同意的可能性
IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Pub Date : 2024-06-29 DOI: 10.1002/j.1938-3703.1979.tb00001.x
John Grabowski, Charles P. O’Brien, Jim Mintz
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引用次数: 0
Implementing culturally responsive and trauma-informed practices with checklists and goal setting 通过核对表和目标设定,实施文化敏感性和创伤知情实践。
IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Pub Date : 2024-06-24 DOI: 10.1002/jaba.1095
Lauren Beaulieu, Daniel Kwak, Corina Jimenez-Gomez, Gabrielle Morgan

We discuss the use of two empirically validated behavior-change methods—checklists and goal setting—and designed a checklist to assist behavior analysts in improving their behavioral services to be more culturally responsive and trauma informed. We also present pilot data evaluating the use of the checklist and goal setting on the inclusion of culturally responsive and trauma-informed practices in behavior support plans designed for students in a public school. The training package was effective for both participants, and the participants' weekly goals corresponded to the observed changes in their behavior plans. Moreover, both participants strongly agreed that the checklist was valuable and easy to use and reported increases in their perceived abilities to implement culturally responsive and trauma-informed practices posttraining.

我们讨论了两种经过实证验证的行为改变方法--核对表和目标设定--的使用,并设计了一份核对表,以帮助行为分析师改进其行为服务,使其更具文化响应性和创伤知情性。我们还提供了试点数据,评估了在为公立学校学生设计的行为支持计划中纳入文化响应和创伤知情实践的核对表和目标设定的使用情况。培训包对两位参与者都很有效,参与者的每周目标与他们行为计划中观察到的变化相一致。此外,两位参与者都非常认同核对表的价值和易用性,并表示在培训后,他们认为自己实施文化回应和创伤知情实践的能力有所提高。
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引用次数: 0
A further investigation regarding the efficacy of and preference for positive and corrective feedback 进一步调查积极反馈和纠正反馈的效果和偏好。
IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Pub Date : 2024-06-19 DOI: 10.1002/jaba.1096
Erik S. Godinez, Denys Brand, Caio F. Miguel, Becky Penrod

Although feedback is a widely used intervention for improving performance, it is unclear what characteristics individuals prefer and what is necessary for it to be effective. The purpose of this study was to systematically extend Simonian and Brand (2022) by addressing the limitations of the study and adding a best-treatment phase. During an acquisition phase, participants received either positive, corrective, or no feedback upon task completion. Nine of 10 participants mastered the task that was associated with corrective feedback, and one participant mastered the task with no feedback. Eight participants completed a preference phase in which they were provided a choice of either positive or corrective feedback when learning to play a novel game. Half of the eight participants showed a preference for corrective feedback, and the remaining participants had mixed preferences. Overall, corrective feedback was more efficacious and more preferred than positive feedback.

虽然反馈是一种被广泛使用的提高绩效的干预措施,但目前还不清楚个人更喜欢什么特征,以及反馈有效的必要条件是什么。本研究的目的是系统地扩展 Simonian 和 Brand(2022 年)的研究,解决研究的局限性,并增加一个最佳治疗阶段。在习得阶段,参与者在完成任务后会收到积极、纠正或无反馈。10 名参与者中有 9 人掌握了与纠正反馈相关的任务,1 人掌握了无反馈的任务。八名参与者完成了偏好阶段,在这一阶段,他们在学习玩新奇游戏时可以选择积极或纠正反馈。八名参与者中有一半倾向于纠正性反馈,其余的参与者则喜忧参半。总体而言,纠正性反馈比正面反馈更有效,也更受青睐。
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引用次数: 0
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Journal of applied behavior analysis
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