Behavioral Interventions最新文献

Differential reinforcement (DR) procedures involve systematically arranging the environment to increase the future frequency of socially important behaviors while minimizing or eliminating problem behaviors. The purpose of the present study was to compare the effects of computerized stimulus equivalence-based instruction (EBI) to a pre-recorded voiceover PowerPoint lecture to teach definitions and examples of differential reinforcement procedures to college students. The three classes comprised textual stimuli characterizing differential reinforcement of other (DRO), alternative (DRA), and incompatible (DRI) behavior. Each class contained three members: name, definition, and short vignette examples. To program for generalization, two vignette exemplars were used during training while a third exemplar was used to assess stimulus generalization. We used a between-subjects group design to compare pretest and posttest performances of EBI and lecture participants across (a) computer match-to-sample (MTS), (b) card sorting, and (c) written tests (fill-in and multiple-choice), with the latter two used to determine the degree to which class-consistent responding generalized from selection-based responding to other response topographies (i.e., sorting and writing). Results demonstrated that EBI produced greater score increases than lecture for MTS and card sorting tests, but increases were comparable for the two groups for both fill-in and multiple-choice written tests. Another posttest at 1 week showed maintenance of performance gains. Implications for using EBI to teach behavior analytic content are discussed.

The high-probability instructional sequence has been shown to be effective to increase cooperation with low-probability requests. However, for some individuals, it may be difficult to identify high-probability instructions, and some high-probability instructions may become less likely to evoke cooperation over time. Thus, under some circumstances medium probability instructions, or instructions which may be less likely to evoke cooperation than high-probability instructions, may be a useful temporary alternative to increase cooperation. In the current study, we compared medium probability instructions to high probability instructions to increase cooperation among three children with autism spectrum disorder. The results showed that for two participants, the medium probability instructions improved cooperation as much as the high-probability instructions. For a third participant, the medium probability instructions improved cooperation over baseline, but not to the level observed with the high-probability instructions. Results are discussed in terms of the mechanisms responsible for the effects of instructional sequences.

Students commonly engage in problem behaviors, yet teachers report handling difficult behavior as their biggest challenge. Over the last few decades, some research has used functional analyses (FAs) to determine the function of student's problem behavior and then developed function-based interventions based on the FA findings. Despite the success of the studies, research has indicated that traditional FA methodologies are not always feasible for teachers and schools. Therefore, a need exists to develop better and more efficient ways to train teachers to conduct FAs. Thus, the study aimed to evaluate the effectiveness of using virtual video models to train future teachers to conduct trial-based functional analyses (TBFAs) and assess if the skill could generalize into an in-person setting. A concurrent multiple baseline design across participants was used, and results indicated that the videos effectively taught participants to conduct a TBFA. The virtual training generalized well into an in-person setting, with only one participant needing additional feedback. Additionally, results indicate that the virtual intervention was socially valid for all participants.

Access to behavior analytic services is limited and often unavailable for many in areas with a dearth of qualified providers. Tools to support behavior-change agents located in the natural environment of consumers may be a way to provide behavioral interventions. An artificial intelligence (AI) platform that guides the implementation of behavioral interventions may be useful for supporting procedural fidelity. The current studies evaluated whether an AI platform was effective at increasing and maintaining high levels of procedural fidelity in individuals with little to no prior training. Participants were two behavior technicians in training (Exp. 1) and three caregivers (Exp. 2). Introducing guidance provided by the AI platform GAINS improved the procedural fidelity with which behavior technicians and caregivers implemented behavioral interventions with children with autism, except for one caregiver. These results suggest AI platforms may be useful tools for supporting high levels of procedural fidelity by novice users.

When teaching discriminations, clinicians may choose to teach one target at a time, repeatedly, until mastery (blocked-trial instruction), or they may choose to teach multiple targets, interspersed, simultaneously (mixed-trial instruction). Historically, it was recommended clinicians use mixed-trial instruction at the onset of teaching as blocked-trial instruction may produce faulty stimulus control. However, a recent study demonstrated that a modified blocked-trial instructional arrangement was more efficient than mixed-trial instruction and block-size fading was unnecessary to maintain discriminated performance in adults with intellectual and developmental disabilities. The generality of these results to early learners is unknown. This study extended the aforementioned research to early learners diagnosed with autism spectrum disorder. Using an adapted alternating treatment design, we compared the rate of acquisition with both instructional formats across two foundational early learner skills. Comparable learning across both formats for all four early learners was observed.

Researchers have developed and evaluated procedural modifications to the functional analysis (FA) to improve its efficiency and safety while maintaining its precision. A contemporary FA modification is the interview-informed synthesized contingency analysis (IISCA) or practical functional assessment (PFA). Nearly all of the extant dissemination efforts related to the IISCA/PFA support this approach, with little attention to its drawbacks and limitations. Further, the IISCA/PFA has been widely disseminated and seems to have been readily adopted by many clinicians as the nonpareil FA. However, researchers and clinicians should be aware of several lingering issues and considerations to have a more balanced understanding of the IISCA/PFA (e.g., the conditions under which this approach should be considered). Accordingly, we outline the strengths of the IISCA/PFA, considerations surrounding various factors (e.g., the dissemination tactics), ideas for future research, and how the discussion on this topic should move forward.

Skilled therapists are critical to the achievement of a high level of treatment integrity in behavior-analytic programs. Behavior Skills Training (BST) has been used to train staff to correctly implement discrete trial teaching (DTT) in a variety of previous studies. The current study used a nonconcurrent multiple baseline design to evaluate BST with a brief video model on acquisition of DTT skills of staff with no previous exposure to this approach and no prior experience in DTT implementation. Maintenance was assessed 7 days after the intervention was discontinued. Results of this study (a) supported Clayton and Headley's study (2019) findings of the effectiveness of using BST to teach DTT to newly hired staff, (b) obtained more precise acquisition data by breaking down error correction step into more steps, and (c) indicated high level of acceptability of the procedure on social validity measures. The influences of the number of task steps and participants' previous learning profiles on correctly implementing DTT, and participants' patterns of occurred errors are discussed.

Two assessments derived from the applied behavior analysis (ABA) literature were conducted to understand rugby players' preferences for drills and the context in which their engagement was inconsistent. First, 32 female varsity rugby players aged 18 to 25 participated in a survey-based preference assessment. Next, 20 of the same players participated in an on-field response restriction (RR) preference assessment. Results from the survey-based preference assessment and the on-field response restriction preference assessment were consistent. Specifically, offensive and no-to-light contact drills were preferred over defensive and heavy contact drills. Implications of these findings are discussed in the context of group-based preference assessments and how using ABA procedures may benefit varsity sports coaching to improve athlete performance.