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Crianças com Transtorno do Espectro Autista (TEA) e comorbidades como TDAH frequentemente necessitam de medicação contínua, sendo a aceitação medicamentosa um fator decisivo para a adesão ao tratamento. O objetivo desta pesquisa foi mapear a necessidade de um procedimento de ensino para a ingestão de medicamentos em crianças com TEA, através de um questionário online aplicado a 70 pais de crianças de 3 a 12 anos com o diagnóstico. Os resultados evidenciaram dificuldades na ingestão medicamentosa, sendo que mais da metade das crianças da amostra não conseguem ingerir fármacos sólidos. Observou-se que, devido à recusa, parte das cuidadoras recorre à administração não indicada do fármaco, como triturar ou misturar o medicamento, o que pode comprometer a eficácia do tratamento. Adicionalmente, o manejo dessas dificuldades revelou um quadro de sobrecarga materna evidente para a maioria das cuidadoras primárias. Quando questionados sobre a importância de um procedimento para ensino de aceitação de medicamentos, a maioria dos pais considera o treino importante. Os dados coletados evidenciam a necessidade de estudos futuros para desenvolvimento de procedimentos para ensino da habilidade de deglutição de comprimidos.

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Abstract Research on the role of time in associative learning has changed our understanding of what an association is. It is a measurable fact about the distribution of events in time, not an altered activation-conducting connection in a mind, brain or net. Associative learning is the process of perceiving temporal associations and deciding to act on them. Informativeness— the ratio of a conditional rate to an unconditional rate—is the essential empirical variable, not the probability of reinforcement. The communicated information between temporally associated behavioral and reinforcing events is the log of informativeness. Because the time units in the rate estimates cancel, associative-learning is time-scale invariant: Perceivably associated events may be arbitrarily widely separated. There are no windows of associability nor decaying eligibility traces. The learning rate—operationally defined as the reciprocal of reinforcements prior to the appearance of a conditioned response—is an almost scalar function of relative temporal separation, as measured by informativeness. The central role of informativeness unites our understanding of Pavlovian and operant/instrumental phenomena, revealing unexpected quantitative and conceptual communalities.

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Abstract The recent resurgence of Kantorian interbehavioral psychology in the context of relational frame theory (RFT) has prompted a reevaluation of RFT’s core concepts through an interbehavioral lens. Although RFT acknowledges its Kantorian roots, recent works have called for a more serious consideration of interbehaviorism in the context of developing the theory towards a more complete analysis of the complexity of human language and cognition. In particular, the current article aims to explore the alignment between the RFT concept of the relational frame and the interbehavioral interpretation of psychological happenings. To this end, the relational frame is dissected to clarify (mentalistic) misconceptions of RFT, and is then compared with interbehavioral constructs such as stimulus and response functions, substitute stimulation, and interbehavioral history. The integration of these perspectives suggests that RFT may benefit from a field-based approach to experimental and applied research. We argue that by applying the interbehavioral concept of stimulus substitution for stimuli that differ arbitrarily in multiple ways (i.e., multiple stimulus relations), the door may be opened for the entire RFT research program to yield (at least potentially) to interbehavioral field-based analyses.

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Traditional responses to aggressive behavior in inpatient psychiatric settings have relied heavily on aversive and restrictive practices, such as restraint, despite the fact that such practices demonstrate limited effectiveness and are at odds with a rehabilitative, patient-centered mission. In response to such concerns, a growing number of researchers and practitioners have moved toward proactive, person-centered approaches to addressing challenging behavior, such as Positive Behavioral Interventions and Supports (PBIS). Positive Behavioral Interventions and Supports is a multi-tiered framework for preventing and responding to challenging behavior by addressing environmental and contextual factors. This article describes an exploratory study examining the effect that implementation of individualized PBIS plans had on restraint events in an adult inpatient psychiatric hospital setting in the Northeastern United States. Results indicated a 76% reduction in restraints following implementation of individualized PBIS plans. Implications for future research and practice are explored as a means of improving clinical outcomes and quality of life of individuals in inpatient psychiatric settings.

Abstract Although differential reinforcement of alternative behavior (DRA) is frequently successful in decreasing challenging behavior, relapse of previously reduced behavior can occur. Renewal is a form of relapse following a context change. This human‐operant experiment evaluated a context‐fading procedure to mitigate renewal during DRA with asymmetrical reinforcers for two alternative responses (i.e., differing magnitudes of points). Thirty‐six participants were assigned to a context‐fading or control group. During the first phase, the target response was reinforced in Context A. During the second phase, the target response was on extinction and two alternative responses were reinforced in Context B. For the context‐fading group, the background color shifted from Context B to Context A. For the no‐fading group, Phase 2 occurred entirely in Context B. Context A was reintroduced during the renewal test, with reinforcement contingencies identical to those in Phase 2. Renewal occurred for 17 of 18 participants (94.44%) without fading and only nine of 18 (50.00%) with fading. The magnitude of renewal was also greater for the no‐fading group. These findings suggest context fading may be an effective strategy to mitigate renewal, although it may also produce temporary increases in the target response during the fading process.