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Out of his many contributions, I focus on the tranche of Catania’s work devoted to the temporal spread of reinforcement. I alternate reports of his work with those of mine that were inspired by his. The paper begins with his report of “topographical tagging”, which elegantly picked apart the effect of reinforcement on responses before that most proximate to the reinforcer. This work revealed the reason for the failure of Skinner’s reflex reserve, explained by many of Catania’s subsequent papers, and redeemed by his revised version of that theory. His analysis made sense of my work on the difference between response rates on interval and ratio schedules. His work on the truncation of a reinforcer’s spread by the occurrence of other reinforcers became a key aspect of my Mathematical Principles of Reinforcement. Charlie was ahead of me on many of my contributions to the literature; just as he has been ahead of others on so many other topics, such as analysis of concurrent performances and the interaction of rule-governed and contingency-shaped behavior.

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Abstract Researchers have found significant utility in approaching choice from a behavioral economics lens. Recently, this framework has begun to be extended to describe and predict clinical‐ethical choices. Researchers have found that common behavioral economics effects occur with clinical‐ethical choice at the group level (e.g., framing effects, effort discounting, delay discounting, and probability discounting) and the individual level (e.g., probability discounting with specific outcomes). However, past research examining clinical‐ethical outcomes through the behavioral economics lens has used experimental preparations that differ from those commonly used in discounting research with other commodities. Thus, the current exploratory study sought to use adjusting‐amount procedures commonly employed in discounting work to examine the sign effect in ethical probability discounting; the commodity effect between monetary and ethical outcomes; and correlations among rates of monetary discounting, ethical discounting, and ethical theory preference as measured via an exploratory, ethical multiple‐stimulus‐without‐replacement procedure. We observed monetary outcomes discounted more steeply than ethical outcomes, ethical violations discounted more steeply than ethical compliance, no significant correlations among discounting tasks, and no significant correlations between ethical theory preference and ethical discounting. The present work further demonstrates the presence of behavioral economics effects with ethical decision making. However, choice with ethical outcomes may not easily be predicted by choice with other commodities, measures in behavioral economics, or ethical theory preference. Despite these findings, many limitations remained, primarily centered on whether procedures common to behavioral economic analyses with other commodities are adequate for use when studying clinical‐ethical decision making. Moving forward, alternative preparations to study ethical decision making may be needed.

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Este artigo propõe um modelo de formulação de caso clínico (FCC) fundamentado na Ciência Culturo-comportamental e na Psicoterapia Analítica Funcional (FAP). Uma ilustração de caso clínico é analisada em 10 pontos de avaliação, incluindo indivíduo/ator; o ADDRESSING; comportamentos clinicamente relevantes e na vida diária, questões sociopolíticas; circuitos entre cliente e um outro culturalmente significativo, que podem constituir contingências entrelaçadas; produtos agregados ou efeitos cumulativos desejáveis e indesejáveis e ambientes verbais especiais. Elementos do contexto clínico como o sofrimento, singularidade e relação terapêutica foram preservados, destacando-se aspectos culturais e políticos das histórias de vida do cliente e terapeuta. A FCC foi exemplificada no caso clínico hipotético de um casal de mulheres, indicando pontos para observação e registro de aspectos sociopolíticos na interação terapeuta/cliente. Consideram-se as contribuições dos valores da FAP, que enfatizam a conexão interpessoal no contexto clínico e fora dele, dispensando resultados baseados apenas no crescimento individual. São discutidas vantagens do modelo para o treinamento de terapeutas, quantificação de unidades de medida em pesquisas e benefícios para clientes e terapeutas.

Autistic adults who require significant support need an adapted living environment. In this study, we co-constructed, with the staff of a Canadian residential setting for autistic individuals, the PBIS-Residential setting for Autistic Adults (PBIS-RA) model, based on the five core components of the original system-wide PBIS model. We then sought to evaluate its implementation by identifying barriers, facilitators, and fidelity. Using a case analysis design, we collected data through field notes, PBIS-RA committee work, meeting minutes, staff interviews, and observations. We analyzed data using multiple modalities, such as coding interviews and analytical workshops, to understand the factors influencing organizational implementation of PBIS-RA, based on the Consolidated Framework for Implementation Research (CFIR). Our results identify the necessary adaptations for PBIS-RA to meet the unique needs of autistic adults in this residential setting. We highlight the specific elements that affected the implementation of the PBIS-RA, such as the expertise and motivation of key actors, the around-the-clock schedule, the high staff turnover, the complexity of the model, and the challenge of engaging all staff members. These findings contribute to a better understanding of adapting the PBIS model in a residential setting for autistic individuals and provide valuable insights to guide future implementation efforts.

Abstract Children with autism spectrum disorder (ASD) and accompanying language delays often exhibit behavioral and relational challenges. One of the most important predictors of success and fulfillment for a child with ASD is the support from the family system. Despite the importance of the sibling relationship on outcomes for children with ASD, the focus on sibling interventions for ASD and challenging behaviors is limited. In this study, researchers used a concurrent multiple baseline experimental design across sibling behaviors. Interventions were sequentially introduced across three classes of behavior: (1) Praise and Behavior Description; (2) Reflection, Imitation, and Positive Touch; and (3) Question, Command, and Negative Talk. Following introduction of the sibling coaching intervention, older siblings were effective in both learning and implementing all the child-directed interactions skills, increasing “PRIDE” skills, and decreasing “Avoid” skills in the multifaceted repertoire. Psychometric assessment pre- and post-intervention showed that parents reported improved scores for parenting stress and ratings of child behavior. The current studies’ findings documented that during play interactions, siblings can effectively learn and apply the positive Child-Directed Interaction (CDI) skills to help strengthen sibling relationships of children with ASD.

ABSTRACT Youth diagnosed with autism spectrum disorder are at a higher risk for experiencing difficulties following instructions, which may lead to coercive interactions with caregivers and an increase in other challenging behaviors. However, parents often face significant barriers (e.g., transportation, long distances from clinics) accessing effective services to address these issues. To overcome these barriers, the current study evaluated the effectiveness of virtually delivered behavioral skills training with three parent‐child dyads for improving parents' use of effective instruction delivery to improve their children's response to instructions. Results indicated that all parent participants demonstrated an increase in accurate use of effective instruction delivery with concomitant improvements in children's response to instructions. These results were found to maintain for up to 5 weeks. Moreover, parents endorsed virtually delivered behavioral skills training and effective instruction delivery as an acceptable training procedure and intervention to improve instruction following, respectively. Results, implications, limitations, and future direction are discussed.

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