{"title":"Response to “Adapting preference assessments and reinforcement schedules to increase mask wearing with adults with intellectual disabilities”","authors":"Lien‐Chung Wei, Hsien-Jane Chiu","doi":"10.1002/bin.2033","DOIUrl":"https://doi.org/10.1002/bin.2033","url":null,"abstract":"","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141370715","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}
Staff implementation fidelity of behavioral interventions is an ongoing challenge in many educational settings. The Performance Diagnostic Checklist‐Human Services (PDC‐HS) is one tool that may be effective in identifying effective solutions to identified staff performance issues. This study examined the use of the PDC‐HS to assess and identify interventions for increasing staff delivery of token reinforcers within a Positive Behavior Interventions and Supports (PBIS) school‐wide system. Participants included five classroom teachers, ranging from 2 to 22 years of teaching experience. A concurrent multiple baseline design across participants was used including a baseline condition, implementation of a non‐indicated intervention based on the PDC‐HS, and implementation of a PDC‐HS indicated intervention. The number of teacher‐delivered tokens per school day was measured across the study. Results indicated participants' daily number of delivered tokens increased following implementation of the PDC‐HS indicated intervention.
{"title":"Using the Performance Diagnostic Checklist‐Human Services to assess and increase teacher token delivery","authors":"Audrey N. Hoffmann, Colleen Pastina","doi":"10.1002/bin.2032","DOIUrl":"https://doi.org/10.1002/bin.2032","url":null,"abstract":"Staff implementation fidelity of behavioral interventions is an ongoing challenge in many educational settings. The Performance Diagnostic Checklist‐Human Services (PDC‐HS) is one tool that may be effective in identifying effective solutions to identified staff performance issues. This study examined the use of the PDC‐HS to assess and identify interventions for increasing staff delivery of token reinforcers within a Positive Behavior Interventions and Supports (PBIS) school‐wide system. Participants included five classroom teachers, ranging from 2 to 22 years of teaching experience. A concurrent multiple baseline design across participants was used including a baseline condition, implementation of a non‐indicated intervention based on the PDC‐HS, and implementation of a PDC‐HS indicated intervention. The number of teacher‐delivered tokens per school day was measured across the study. Results indicated participants' daily number of delivered tokens increased following implementation of the PDC‐HS indicated intervention.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194682","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}
Tracy Argueta, Brian Reichow, Paige Talhelm, Iser G. DeLeon
Establishing conditioned reinforcers is often critical to treatment for individuals diagnosed with autism spectrum disorder or intellectual and developmental disabilities (IDDs). Although researchers have evaluated several procedures, methods and results vary across studies, making it difficult to draw conclusions about these procedures' general and relative effectiveness. The purpose of this systematic review was to assess the overall and relative effectiveness of stimulus‐stimulus (S‐S) pairing, response‐stimulus (R‐S) pairing, and operant discrimination training (ODT) for establishing conditioned reinforcers for children on the autism spectrum or who have an IDD. Thirty‐one studies, including 12 theses and dissertations, met inclusion criteria. Eight studies evaluated S‐S pairing, 20 evaluated R‐S pairing, and nine evaluated ODT. Combined, S‐S pairing, R‐S pairing, and ODT were effective at establishing conditioned reinforcers in only half of all attempts. However, analysis indicated that R‐S pairing is the most effective procedure, followed by S‐S pairing and ODT, in that order.
{"title":"A systematic review of procedures for establishing conditioned reinforcers","authors":"Tracy Argueta, Brian Reichow, Paige Talhelm, Iser G. DeLeon","doi":"10.1002/bin.2026","DOIUrl":"https://doi.org/10.1002/bin.2026","url":null,"abstract":"Establishing conditioned reinforcers is often critical to treatment for individuals diagnosed with autism spectrum disorder or intellectual and developmental disabilities (IDDs). Although researchers have evaluated several procedures, methods and results vary across studies, making it difficult to draw conclusions about these procedures' general and relative effectiveness. The purpose of this systematic review was to assess the overall and relative effectiveness of stimulus‐stimulus (S‐S) pairing, response‐stimulus (R‐S) pairing, and operant discrimination training (ODT) for establishing conditioned reinforcers for children on the autism spectrum or who have an IDD. Thirty‐one studies, including 12 theses and dissertations, met inclusion criteria. Eight studies evaluated S‐S pairing, 20 evaluated R‐S pairing, and nine evaluated ODT. Combined, S‐S pairing, R‐S pairing, and ODT were effective at establishing conditioned reinforcers in only half of all attempts. However, analysis indicated that R‐S pairing is the most effective procedure, followed by S‐S pairing and ODT, in that order.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141151405","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}
Angela Fuhrmann‐Knowles, Madhura Deshpande, Justin B. Leaf
A group contingency is one in which a common consequence (e.g., a reinforcer or a punisher) is contingent on the behavior of one member of a group, the behavior of part of a group, or the behavior of every member in a group. The most commonly used group contingencies in behavior‐analytic practice and research include interdependent, independent, and dependent group contingencies. Group contingencies are advantageous for multiple reasons, including their versatility, as they have been demonstrated to be effective across individuals, settings, and behaviors. Additionally, they are efficient as they can facilitate behavior change in multiple individuals at once. Previous literature reviews have supported the use of group contingencies with children; however, there has yet to be a systematic literature review conducted on group contingencies with adults. Because group contingencies have multiple benefits, it is important that a literature review be conducted to assess the evidence of these interventions when implemented with adults. A literature review of studies utilizing group contingencies with adults was conducted. Trends across studies, the efficacy of different group contingencies, clinical implications, and recommendations for future research are provided.
{"title":"A systematic literature review of group contingencies with adults","authors":"Angela Fuhrmann‐Knowles, Madhura Deshpande, Justin B. Leaf","doi":"10.1002/bin.2027","DOIUrl":"https://doi.org/10.1002/bin.2027","url":null,"abstract":"A group contingency is one in which a common consequence (e.g., a reinforcer or a punisher) is contingent on the behavior of one member of a group, the behavior of part of a group, or the behavior of every member in a group. The most commonly used group contingencies in behavior‐analytic practice and research include interdependent, independent, and dependent group contingencies. Group contingencies are advantageous for multiple reasons, including their versatility, as they have been demonstrated to be effective across individuals, settings, and behaviors. Additionally, they are efficient as they can facilitate behavior change in multiple individuals at once. Previous literature reviews have supported the use of group contingencies with children; however, there has yet to be a systematic literature review conducted on group contingencies with adults. Because group contingencies have multiple benefits, it is important that a literature review be conducted to assess the evidence of these interventions when implemented with adults. A literature review of studies utilizing group contingencies with adults was conducted. Trends across studies, the efficacy of different group contingencies, clinical implications, and recommendations for future research are provided.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973154","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}
Jonathan Schmidt, Joelle Krantz, Hunter King, Jennifer Vetter, Catherine Maruska
The Brief Experimental Analysis (BEA) is an effective method for identifying interventions to improve academic skills but rarely been applied to individuals with writing deficits and individuals with intellectual disabilities. This study extends the BEA literature by identifying effective writing interventions to increase writing speed for a 16‐year‐old female with an intellectual disability. A BEA was used to evaluate four interventions (i.e., tracing, oral instruction, fixed ratio reinforcement, and response dependent reinforcer magnitude) for writing speed. Results identified fixed ratio reinforcement and response dependent reinforcer magnitude as most effective in increasing writing speed; results maintained over an extended treatment evaluation.
{"title":"Using a brief experimental analysis for writing speed intervention identification","authors":"Jonathan Schmidt, Joelle Krantz, Hunter King, Jennifer Vetter, Catherine Maruska","doi":"10.1002/bin.2019","DOIUrl":"https://doi.org/10.1002/bin.2019","url":null,"abstract":"The Brief Experimental Analysis (BEA) is an effective method for identifying interventions to improve academic skills but rarely been applied to individuals with writing deficits and individuals with intellectual disabilities. This study extends the BEA literature by identifying effective writing interventions to increase writing speed for a 16‐year‐old female with an intellectual disability. A BEA was used to evaluate four interventions (i.e., tracing, oral instruction, fixed ratio reinforcement, and response dependent reinforcer magnitude) for writing speed. Results identified fixed ratio reinforcement and response dependent reinforcer magnitude as most effective in increasing writing speed; results maintained over an extended treatment evaluation.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931482","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}
Ya‐Chien Yang, David A. Wilder, Jonathan K. Fernand, Ashlyn McChristie
Basic research suggests that reinforcer immediacy is important; even short delays to reinforcement may impair learning. Further, a previous applied study showed that most participants with autism spectrum disorder (ASD) acquired tacts more quickly with immediate reinforcement, compared to delays of 6 and 12 s. However, no research has examined variable delays to reinforcement, which may be more common than fixed delays in applied settings. In this study, we examined the effect of variable delays to reinforcement on the acquisition of tacts. Specifically, we evaluated three conditions: a 0 s delay, a 4–8 s delay, and a 10–14 s delay to reinforcement among three children with ASD. The results show that two of the three participants achieved the mastery criterion most quickly in the 0 s delay condition. We discuss the results and implications of this finding.
{"title":"The effect of variable delays to reinforcement on the acquisition of tacts in children with autism","authors":"Ya‐Chien Yang, David A. Wilder, Jonathan K. Fernand, Ashlyn McChristie","doi":"10.1002/bin.2025","DOIUrl":"https://doi.org/10.1002/bin.2025","url":null,"abstract":"Basic research suggests that reinforcer immediacy is important; even short delays to reinforcement may impair learning. Further, a previous applied study showed that most participants with autism spectrum disorder (ASD) acquired tacts more quickly with immediate reinforcement, compared to delays of 6 and 12 s. However, no research has examined variable delays to reinforcement, which may be more common than fixed delays in applied settings. In this study, we examined the effect of variable delays to reinforcement on the acquisition of tacts. Specifically, we evaluated three conditions: a 0 s delay, a 4–8 s delay, and a 10–14 s delay to reinforcement among three children with ASD. The results show that two of the three participants achieved the mastery criterion most quickly in the 0 s delay condition. We discuss the results and implications of this finding.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931721","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}
Ashley N. Creem, Justin B. Leaf, Joseph H. Cihon, Peter F. Gerhardt, Matthew Lee, Emma Moon
Autistics/individuals with autism spectrum disorder (ASD) commonly display deficits in executive functioning. These deficits negatively impact social success and the autistic's/individual with ASD's ability to form meaningful friendships. Yet, there is limited research provided for the effective teaching of executive functioning skills to autistics/individuals with ASD. The current study provides an evidence‐based behavior analytic approach for developing executive functioning skills for autistics/individuals diagnosed with ASD. The study also provides the preliminary steps to creating a curriculum that is easy to implement and uses minimal resources. Finally, the study extends current literature on the Teaching Interaction Procedure (TIP) and evaluates the effectiveness of the TIP for developing executive functioning skills for older children diagnosed with ASD. The executive function program resulted in acquisition of all six targeted executive functioning skills for all the participants. While generalization and maintenance data were slightly variable across participants, all three participants displayed improvement in executive functioning skills following the implementation of the executive function program and a social validity assessment indicated that the participants were satisfied with the skills taught, the treatment, and the outcomes.
{"title":"The effectiveness of an executive function program for individuals diagnosed with autism spectrum disorder","authors":"Ashley N. Creem, Justin B. Leaf, Joseph H. Cihon, Peter F. Gerhardt, Matthew Lee, Emma Moon","doi":"10.1002/bin.2023","DOIUrl":"https://doi.org/10.1002/bin.2023","url":null,"abstract":"Autistics/individuals with autism spectrum disorder (ASD) commonly display deficits in executive functioning. These deficits negatively impact social success and the autistic's/individual with ASD's ability to form meaningful friendships. Yet, there is limited research provided for the effective teaching of executive functioning skills to autistics/individuals with ASD. The current study provides an evidence‐based behavior analytic approach for developing executive functioning skills for autistics/individuals diagnosed with ASD. The study also provides the preliminary steps to creating a curriculum that is easy to implement and uses minimal resources. Finally, the study extends current literature on the Teaching Interaction Procedure (TIP) and evaluates the effectiveness of the TIP for developing executive functioning skills for older children diagnosed with ASD. The executive function program resulted in acquisition of all six targeted executive functioning skills for all the participants. While generalization and maintenance data were slightly variable across participants, all three participants displayed improvement in executive functioning skills following the implementation of the executive function program and a social validity assessment indicated that the participants were satisfied with the skills taught, the treatment, and the outcomes.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140836501","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}
Amanda S. Freeman, Sharon A. Reeve, Gregory S. MacDuff, Kenneth F. Reeve, Ruth M. DeBar
The present study evaluated the use of auditory scripts and script‐fading procedures to teach three children with autism to request additional instruction, select teaching materials, and solicit confirmation during discrete‐trial teaching. Scripts were placed on instructional materials to evoke initiations, and script fading strategies were used to transfer stimulus control to the materials used for each discrete‐trial activity. A multiple‐probe across‐activities design was used. Generalization of initiations was promoted by teaching to multiple exemplars, including common stimuli, and using naturally maintaining contingencies. The results showed that scripts and script‐fading procedures were effective in increasing the number of initiations made during discrete‐trial teaching, and generalization across activities, settings, and instructors. These procedures provide a way to increase the number of opportunities for initiations during discrete‐trial teaching in place of passively waiting between instructor‐initiated trials.
{"title":"Effects of script‐fading on social initiations during discrete‐trial teaching with children with autism","authors":"Amanda S. Freeman, Sharon A. Reeve, Gregory S. MacDuff, Kenneth F. Reeve, Ruth M. DeBar","doi":"10.1002/bin.2017","DOIUrl":"https://doi.org/10.1002/bin.2017","url":null,"abstract":"The present study evaluated the use of auditory scripts and script‐fading procedures to teach three children with autism to request additional instruction, select teaching materials, and solicit confirmation during discrete‐trial teaching. Scripts were placed on instructional materials to evoke initiations, and script fading strategies were used to transfer stimulus control to the materials used for each discrete‐trial activity. A multiple‐probe across‐activities design was used. Generalization of initiations was promoted by teaching to multiple exemplars, including common stimuli, and using naturally maintaining contingencies. The results showed that scripts and script‐fading procedures were effective in increasing the number of initiations made during discrete‐trial teaching, and generalization across activities, settings, and instructors. These procedures provide a way to increase the number of opportunities for initiations during discrete‐trial teaching in place of passively waiting between instructor‐initiated trials.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140810440","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}
Nicole M. Rodriguez, Kevin C. Luczynski, Victoria L. Bock, Maya J. Fallon
When an individual has limited language, concurrent‐chains schedules offer an objective means of assessing preference among behavior‐change procedures so that recipients can be incorporated into the treatment selection process. We initially attempted to use a concurrent‐chains schedule to assess children's preference for different types of token systems. However, upon observing children engaging in patterned selections, we evaluated procedures for eliminating biased selections. This was done using simple and salient terminal‐link arrangements with seven children diagnosed with autism spectrum disorder. For five of seven children, manipulating the number of successive forced‐choice trials to the reinforcement link was sufficient to produce discriminated responding. Removing the academic task in the terminal link was necessary for two children. For all participants, discriminated responding maintained when the initial exposure arrangement was reinstated. Results are discussed regarding the potential effects of a history of errorless teaching biasing selections during concurrent‐chains schedules.
{"title":"Eliminating biased selections during concurrent‐chains schedules: A discovery research example","authors":"Nicole M. Rodriguez, Kevin C. Luczynski, Victoria L. Bock, Maya J. Fallon","doi":"10.1002/bin.2021","DOIUrl":"https://doi.org/10.1002/bin.2021","url":null,"abstract":"When an individual has limited language, concurrent‐chains schedules offer an objective means of assessing preference among behavior‐change procedures so that recipients can be incorporated into the treatment selection process. We initially attempted to use a concurrent‐chains schedule to assess children's preference for different types of token systems. However, upon observing children engaging in patterned selections, we evaluated procedures for eliminating biased selections. This was done using simple and salient terminal‐link arrangements with seven children diagnosed with autism spectrum disorder. For five of seven children, manipulating the number of successive forced‐choice trials to the reinforcement link was sufficient to produce discriminated responding. Removing the academic task in the terminal link was necessary for two children. For all participants, discriminated responding maintained when the initial exposure arrangement was reinstated. Results are discussed regarding the potential effects of a history of errorless teaching biasing selections during concurrent‐chains schedules.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140637082","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}
Jessica L. Amador, Ruth M. DeBar, Meghan A. Deshais, Andrew W. Gardner, Tina M. Sidener
Since its inception, modifications to experimental functional analyses have been conducted to improve contextual fit. One variation, a trial‐based functional analysis (TBFA), naturally embeds conditions within the environment, has been used across diverse participants (e.g., neurotypical development, autism spectrum disorder [ASD], etc.) and settings. Although interest in TBFA has grown, few TBFA literature reviews have been conducted. Detailed participant characteristics, reliability measures across dependent and independent variables, social validity, and details of function‐based interventions have yet to be reported. Therefore, the purpose of the literature review was to replicate and extend past TBFA reviews by assessing publication characteristics (e.g., authors, year), participant characteristics, procedures (e.g., number of trials), validation across comparison FAs, function‐based interventions, reliability (interobserver agreement [IOA] and procedural integrity) measures, social validity, and intervention details (type. Implementer, setting, and outcomes. We identified 32 articles across 88 participants. Strengths of TBFA research include usability across a range of problem behaviors in natural settings (i.e., in classrooms or in homes) by teachers and direct service providers, IOA, and the inclusion of effective function‐based interventions. Most research included preschoolers with ASD and other disabilities. Limitations and areas for future research are discussed.
{"title":"A descriptive assessment of trial‐based functional analysis research","authors":"Jessica L. Amador, Ruth M. DeBar, Meghan A. Deshais, Andrew W. Gardner, Tina M. Sidener","doi":"10.1002/bin.2020","DOIUrl":"https://doi.org/10.1002/bin.2020","url":null,"abstract":"Since its inception, modifications to experimental functional analyses have been conducted to improve contextual fit. One variation, a trial‐based functional analysis (TBFA), naturally embeds conditions within the environment, has been used across diverse participants (e.g., neurotypical development, autism spectrum disorder [ASD], etc.) and settings. Although interest in TBFA has grown, few TBFA literature reviews have been conducted. Detailed participant characteristics, reliability measures across dependent and independent variables, social validity, and details of function‐based interventions have yet to be reported. Therefore, the purpose of the literature review was to replicate and extend past TBFA reviews by assessing publication characteristics (e.g., authors, year), participant characteristics, procedures (e.g., number of trials), validation across comparison FAs, function‐based interventions, reliability (interobserver agreement [IOA] and procedural integrity) measures, social validity, and intervention details (type. Implementer, setting, and outcomes. We identified 32 articles across 88 participants. Strengths of TBFA research include usability across a range of problem behaviors in natural settings (i.e., in classrooms or in homes) by teachers and direct service providers, IOA, and the inclusion of effective function‐based interventions. Most research included preschoolers with ASD and other disabilities. Limitations and areas for future research are discussed.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140626112","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}
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