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ABSTRACTAlthough response blocking is widely used in the clinical treatment of problem behavior, research on the isolated effects of blocking is limited. Prior research has demonstrated the reductive effects of blocking by way of punishment or extinction. Contingent response blocking also has the potential to have a reinforcing effect or no effect on the blocked response. The purpose of the current study was to pilot a brief assessment designed to evaluate behavioral sensitivity to response blocking in the context of clinical practice. To address the challenges associated with assessing the effects of blocking on well‐established problem behaviors, arbitrary responses were used. Results suggest that response blocking may have more disparate effects on responding than have previously been reported. Within‐session analyses indicated that response blocking produced increases, decreases, and inconsistent effects on responding across participants. Clinical implications of these findings and avenues for future research on response blocking are outlined.

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ABSTRACT Behavior‐specific praise (BSP) is an evidence‐based strategy that reinforces appropriate student behavior and improves classroom engagement, yet its implementation remains inconsistent among preservice special education teachers. This study examines the effects of BSP training on the instructional practices of preservice special education teachers and the on‐task behavior of middle school students with moderate intellectual disabilities. This study employed a single‐subject multiple‐baseline design, wherein three preservice teachers received structured training, real‐time coaching, and performance feedback to enhance BSP implementation. Results showed increased BSP implementation among preservice teachers, highlighting the need for ongoing support to sustain these practices.

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ABSTRACTIn this paper, we describe how an inpatient unit that specializes in the assessment and treatment of severe challenging behavior reports and monitors staff injuries. Our models follow principles of behavior‐based safety (BBS) and behavioral skills training (BST) integrated within an interdisciplinary treatment model. Several strategies for recording, graphically displaying, categorizing, and evaluating injury data are presented.

AbstractMeasures of the relative reinforcing value of alcohol (i.e., alcohol demand) are associated with concurrent and future rates of alcohol use. Given that college‐age young adults may fail to predict escalation of substance use, the present project explores the novel construct of projected future demand by college students who engage in heavy drinking and whether it can predict future alcohol use. During an initial session, participants completed a standard alcohol purchase task, a projected alcohol purchase task (i.e., “three months from now”), and measures of past‐month alcohol consumption and associated risk. During a follow‐up session 3 months later, participants completed another standard alcohol purchase task and measures of consumption and risk. We found that college students (n = 40) projected increases in demand for 3 months in the future but did not exhibit subsequent changes in demand. In addition, measures of projected future demand were associated with subsequent alcohol use. However, when baseline alcohol use and risk were included as additional predictors, projected demand was not a unique predictor of future alcohol use. The current study signals the potential of novel measures of projected demand, which when contrasted with measures of current demand, may lend predictive utility on subsequent trajectories of alcohol use.

La socialización es un proceso clave en el desarrollo infantil, el cual permite integrar a los niños a su entorno cultural mediante la adaptación a normas sociales diversas (García, 2010). El ingreso al preescolar supone, en lo general, una mayor posibilidad de interacción con pares y adultos en la vida de los infantes, por lo que promover el desarrollo de habilidades que permitan la convivencia adecuada se torna indispensable, es decir, habilidades interpersonales. En este marco, el objetivo del trabajo fue evaluar el efecto de un curso en línea dirigido a docentes para utilizar las técnicas de modificación de la conducta en la promoción de habilidades interpersonales de niños de edad preescolar mediante el juego. Participaron siete docentes de CDMX y Estado de México. El curso tuvo una duración de 10 sesiones, en las cuales se compartieron videos explicativos, materiales de apoyo y ejercicios acorde a los temas revisados. Al finalizar la intervención se logró un uso efectivo de entre el 90 y 97% de las técnicas de modificación de la conducta, así como un 80% respecto al desarrollo de las habilidades interpersonales de los niños.