Behavioral Interventions最新文献

The Good Inclusion Game (GIG) is a class-wide education intervention employing interdependent group contingencies to increase inclusive behaviors between pupils with and without special educational needs (SEN). While previous research provided evidence of effectiveness when the class of children was split into two groups, it did not assess the effects of the GIG for one whole-class group or in the long term. The present study addresses both of these issues. Using an ABAB design, results show a one-team version of the GIG to be effective in increasing inclusive behaviors between pupils with and without SEN. Gains were maintained across time. Implications for inclusive education interventions and teacher training are discussed.

This study explores the efficacy of mand for information (MFI) training in individuals with autism, with a particular focus on the extension of this training to non-native English speakers and the promotion of generalization across various contexts. The “What is this?” MFI was taught to four native Turkish-speaking participants under various establishing operations (EOs). Notably, these MFIs were effectively embedded within tact training trials and delivered in a language other than English, thereby extending the research on MFI to a different language. Furthermore, the generalization of the MFIs was observed as participants maintained their proficiency across individuals, settings, and novel stimuli. Social validity data confirmed the acceptability of MFI training among parents, highlighting its potential to enhance communication skills. Follow-up assessments were conducted 4 weeks post-training indicating maintenance of the MFIs.

Identifying reinforcers is crucial for many evidence-based behavior change programs. Videos may be a type of reinforcer worth considering given the accessibility of small electronic devices and the rates at which children watch and enjoy screen time. We used the Multiple-Stimulus-Without-Replacement Preference Assessment Tool (MSWO PAT) to identify high- and low-preferred videos for three children diagnosed with autism spectrum disorder (ASD). We then evaluated the predictive validity of the MSWO PAT by arranging a concurrent-operants reinforcer assessment for puzzle and sorting tasks. The results show that the high-preferred video maintained higher levels of responding for puzzle and sorting tasks for two of the three children. Implications for using videos as reinforcers for children with ASD, limitations, and areas for future research are also discussed.

Solving mathematical story problems has proven to be a challenge for primary school students with and without developmental disabilities. The present study replicates a behavior analytic study (Neef et al.) by teaching three autistic Chinese students in inclusive education classes to solve addition/subtraction story problems by acquiring an overt precurrent behavior chain. The intervention was effective for all participants by employing a multiple baseline design across behaviors. Additionally, the study extends Neef et al. by conducting maintenance, generalization, and social validity assessments, and expands the teaching format to distance learning (telehealth). The results and limitations are discussed based on Skinner's conceptualization of problem-solving and its clinical application in teaching complex mathematical skills to students with developmental disabilities.

Mass incarceration rates have become a financial burden on the country and in 2023, the United States was faced with one of the highest recidivism rates worldwide, with approximately 44% of individuals returning to prison within a year of their release. Although various programs are available to incarcerated individuals and for those considered at risk for offending, access to these programs varies by jurisdiction and the effectiveness in preventing offenses, reducing recidivism, and fostering rehabilitation is not entirely known. In response to recidivism and incarceration rates, there has been a plea for a change in the criminal justice system, with an emphasis on involving behavior analysts. However, the extent of the application of behavior-analytic interventions within the criminal justice system in the research literature is unclear. Thus, the purpose of the current review was to examine the existing experimental literature to determine the state of this research topic.

Improving social communication and reducing challenging forms of restricted and repetitive behaviors (i.e., stereotypy) are often the focus of behavioral interventions for individuals with autism and other developmental disabilities. Interventions incorporating augmentative and alternative communication (AAC) systems are utilized to improve independent communication. However, using electronic AAC devices (e.g., iPads) may increase stereotypic behaviors (i.e., pressing the same icon on an AAC device two or more times within 2 s), which may impact the development and maintenance of communication skills. There is a shortage of research focusing on AAC-related stereotypy, with only one study that includes a systematic assessment and treatment evaluation (Cook et al., 2017). The purpose of the current investigation was to conduct a functional analysis screening procedure that only included play and no-interaction conditions to adequately assess the function of AAC-related stereotypy. We sought to ask, how client-specific modifications to functional assessment procedures affect the outcomes of functional assessments of AAC-related stereotypy. Initial findings suggest that AAC-related stereotypy is often automatically reinforced, but its occurrence can be sensitive to the presence/absence of specific environmental stimuli.

Many autistic children display feeding difficulties and consume a limited food variety. These feeding difficulties could be conceptualized as change-resistant behavior because children often exhibit rigid mealtime routines, avoid novel foods, and only consume foods according to specific types, textures, or under specific mealtime conditions. Currently, behavior-analytic treatments for pediatric feeding disorders have the most empirical support and many studies have demonstrated the effectiveness of extinction-based treatments. However, there is less research on alternative treatments for increasing consumption of novel or non-preferred foods among children with autism spectrum disorder (ASD). In the current study, we evaluated simultaneous presentation and differential reinforcement to increase consumption of novel, target foods for two participants with ASD and change-resistant feeding behavior.

Goal setting is a component of many behavior-change interventions, with the Specific, Measurable, Attainable, Relevant, Time-Bound (SMART) goal-setting method being a commonly used strategy. The current study used a multiple-baseline across participants design to evaluate the efficacy of behavioral skills training (BST) to teach individuals to set health-related SMART goals in response to multiple hypothetical health scenarios. Participant attempts at goal setting were scored according to a task analysis encompassing each major element of SMART goals. Goal-setting performance noticeably improved following an average of 1.25 h of BST, and participants rated the intervention and outcomes favorably.

Social isolation and a lack of engagement in activities are common among people with dementia living in residential care. The check-in procedure, in which staff approach a resident to offer a choice of activities and praise engagement every 15 min, is effective in increasing engagement. However, the schedule effects of the check-in procedure have not been previously evaluated. We assessed whether the check-in procedure was effective with an extended check-in interval of 30 min. We found that the procedure remained effective with a leaner schedule and that engagement persisted above baseline levels between check-in interactions. Staff reported that the intent to increase engagement was valuable and that the procedure was easy to implement. We discuss our findings in the context of participatory interventions for dementia and the potential role of organizational factors in the adoption of evidence-based procedures in dementia care.

Simple habit reversal training is effective at reducing public speaking disfluencies; however, the time and resources necessary to implement this intervention may reduce practicality for widespread adoption. The purpose of the present study was to evaluate the effectiveness of asynchronous awareness training. Four participants completed a computer-based training consisting of response description and practice detecting recorded disfluencies prior to taking a quiz in which they scored the frequency of disfluencies in a recorded speech. Relative to baseline, all participants' rates of disfluencies decreased following training. In addition, acceptability ratings were high and all participants indicated greater willingness to participate in asynchronous training than in-person training.