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A literature review was conducted focusing on the history of behavior analysis by Lattal and his colleagues. Three intertwined themes on the history of apparatus, biographical research, and an underlying pedagogical aim were identified. Within these themes, it was evident that the scholarship of Lattal within the history of behavior analysis has contributed to the internationalization of the field. The literature review was complemented with a semi-structured interview with Lattal. Overall, the breadth of topics within the history of behavior analysis by Lattal and colleagues spans 11 categories described by Guimarães and de Mello (2023) that may be unified with by their pedagogical purpose. It is concluded that Lattal’s approach to research and teaching consistently integrates historical content and context.

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Abstract Children with intellectual and developmental disabilities (IDD) are at risk of developing severe interfering behavior, such as aggression and self‐injury. Teaching young children with IDD life skills, such as social and communication skills, may help prevent the development of interfering behavior by addressing deficits in these areas. This study extended previous research on the Preschool Life Skills program by adapting it for young children with IDD, renamed the Life Skills Program (LSP). We evaluated the effects of researcher‐implemented LSP on the classwide use of social and communication skills and interfering behavior for five kindergarten children with IDD in a public special education classroom using a multiple‐baseline‐across‐units design. We also assessed generalization to novel settings and adults as well as maintenance of skills. The results demonstrated a functional relation between LSP and increased use of life skills along with preliminary evidence of skill generalization and maintenance over time.

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AbstractIn real‐world settings, stimulus and outcome associations often depend on situational factors, such as Pavlovian occasion setters (OSs), which disambiguate whether a conditional stimulus (CS) will predict an outcome (unconditional stimulus; US). Whereas previous studies show that OSs are often lower in salience than CSs, no study has examined how low‐salience OSs affect learning. In two conditioning experiments, we investigated this from the premise that inconsistently reinforced CSs prompt searching for additional stimuli (OSs) that indicate whether the CS will be followed by the US. Occasion setting learning was assessed using extinction rate—as partial reinforcement slows extinction relative to continuous reinforcement—and self‐reported latent learning of stimuli. We hypothesized that a high‐salience OS would result in faster extinction rates and occasion setting learning, whereas a low‐salience OS would result in slower extinction rates and CS partial reinforcement learning. The results of Experiment 1 were mixed; there was no effect of OS salience on extinction rate, but the results for latent learning supported the hypothesis. We conducted Experiment 2 to specifically test extinction rate, and the results supported our hypothesis. The findings suggest that if a salient OS is found, occasion setting is learned; otherwise, CS partial reinforcement is learned.