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Research on Positive Behavioral Interventions and Supports (PBIS) has been conducted extensively in the United States, but examining the implementation of PBIS in other countries is also essential. Positive Behavioral Interventions and Supports has been implemented in school settings in several European countries for many years. To the best of our knowledge, no literature reviews have focused on PBIS implementations in European countries. This scoping review provides an overview of the literature on the implementation and adaptation of PBIS in European countries. We searched the electronic databases of ERIC, Scopus, and the Web of Science. Studies were included based on a priori eligibility criteria. For each of the identified 30 studies from 12 countries, we examined the country and number of research studies on SW-PBIS Tier 1, implementation details, the author reported essential elements and cultural adaptation, study characteristics, and outcomes. Results showed that researchers in the Nordic countries and the Netherlands have made significant progress in SW-PBIS implementations. Researchers in other European countries also have made great efforts to adapt and spread PBIS in their local contexts. Most adaptations incorporated essential elements of PBIS. However, we identified gaps in equity, policy, and technical assistance centers in most of these adaptations.

Abstract In the United States school system, there is an increasing number of students who need behavioral support. Board Certified Behavior Analysts (BCBAs) utilize the science of applied behavior analysis and are uniquely qualified to provide such support. However, for many reasons, BCBAs may not have the knowledge and skills to capitalize on their services in schools, including collaboration skills that can result in goals, intervention procedures, and outcomes that are not socially and ecologically valid. The current article provides a transdisciplinary model of school-based collaboration for BCBAs to maximize the effectiveness of behavioral interventions in schools. Adapted for school-based BCBAs from Boyer and Thompson's (2014) transdisciplinary model, the current model includes the elements of (a) extending BCBAs’ knowledge regarding school systems, (b) establishing rapport with team members, (c) enriching team members’ understanding of everyone’s role and expectations, and (d) exchanging feedback and praise.

Abstract In this paper, we, four Mexican women in the field of behavior analysis, share our personal journeys, collaborative efforts, and the establishment of a professional organization focused on promoting standards for Applied Behavior Analysis (ABA) in Mexico. With diverse backgrounds, three of us with doctoral degrees and one of us currently enrolled in a doctoral program, and a collective clinical and/or research experience ranging from 13 to 23 years, we have overcome barriers and joined forces to contribute to the advancement of ABA. We explore the common values, goals, and motivations that brought us together in our mission to advance ABA in Mexico and emphasize the importance of collaboration and collective action for positive change. Drawing from our experiences, we offer insights and recommendations to guide and support aspiring behavior analysts, particularly women, as they navigate their own professional paths. By sharing our stories and lessons learned, our aim is to amplify the voices of Latinas in behavior analysis and inspire future generations to embrace the field. We believe that our experiences exemplify the strength, resilience, and passion of Mexican women in science. Through our collective narrative, we hope to foster greater diversity, inclusivity, and representation in the field of behavior analysis, particularly among Mexican women.

AbstractThe purpose of this study was to test Carrigan and Sidman's (1992) hypothesis that the emergence of equivalence relations from the standard matching‐to‐sample (MTS) procedure is due to the exclusive acquisition of select conditional relations during training. Four groups were compared on tests of the properties of equivalence relations (reflexivity, symmetry, and transitivity/equivalence) and on trials with novel stimuli replacing S+ or S− on these tests: standard MTS training; exclusive‐select‐relations training; exclusive‐reject‐relations training; and detached‐MTS training, which included training on both select and reject relations. Equivalence emergence occurred more frequently in the detached‐MTS group. Those in the standard‐MTS group who showed equivalence emergence had test results with novel stimuli that were more similar to those in the detached‐MTS group than to those in the exclusive‐select group. The results suggest that compliance with the criteria for equivalence relations may mask at least two different processes. The first is pseudoequivalence, which is associated with exclusive select control. The second is the authentic formation of equivalence classes, which depends on joint select and reject control. The standard‐MTS procedure seems to more frequently promote the second process.

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O presente estudo teve como objetivo avaliar se um procedimento que utiliza uma sequência de instruções (SI) e que manipula o formato (MF) do alimento seria capaz de melhorar a aceitação de frutas rejeitadas por crianças com Transtorno do Espectro Autista (TEA). Além disso, pretendeu-se verificar se a aceitação seria mantida após a suspensão gradual da manipulação da forma. Participaram do estudo dois meninos com diagnóstico de TEA com 3 e 8 anos de idade. O procedimento foi dividido em três fases: (1) Pré-teste; (2) SI; (3) MF. Os resultados mostraram que a SI foi acompanhada pelo consumo das frutas previamente rejeitadas para ambos os participantes. Já a MF foi associada ao consumo somente para um dos participantes. Após o final da intervenção, foi realizada a fase de follow-up, na qual os dados apontaram que houve manutenção do consumo das frutas que foram utilizadas no estudo. Os achados do presente estudo apresentam alternativas de intervenções alimentares para quadros de recusa alimentar na ausência do uso de extinção de respostas de fuga.

Abstract Due to the undesirable effects of operant renewal for behavioral interventions, recent research has advocated for the advancement of renewal mitigation strategies. One strategy includes the use of extinction cues, which are stimuli used to establish discriminative control over responding in the second context that are subsequently transferred to the initial context. A second strategy involves context fading, which refers to progressively increasing the similarity between the second context and the initial context. The current study evaluated the separate and combined effects of these techniques using a preclinical human laboratory arrangement. Participants were exposed to the extinction cue strategy, the context fading strategy, both strategies, or neither strategy during a three‐phase ABA renewal procedure using differential reinforcement of an alternative response combined with extinction. The results indicated that context fading or combining context fading with an extinction cue was effective at mitigating renewal. The use of an extinction cue alone reduced renewal relative to the control group, but this difference was not statistically significant. The results are discussed in terms of methodological and theoretical differences across strategies as well as implications for future research on renewal mitigation strategies.

Abstract Single-case experimental design (SCED) is a quantitative research method widely used across diverse fields including behavioral education, special education, medicine, and applied behavior analysis. SCED methodology establishes external validity through a well-established sequential process: demonstrating strong internal validity within individual studies, followed by direct and systematic replication across varied populations, settings, and conditions. While this replication-based approach has proven highly successful as evidenced by robust intervention literature bases such as functional communication training and behavioral skills training the traditional process of accumulating replications across independent research teams can require years or decades. Inspired by the ManyLabs initiative’s success in coordinating replication efforts, we developed a sequential experimental design using dynamic Bayesian models to accelerate coordinated SCED research across laboratories. Applied to simulated and published multiple-baseline design data, our approach demonstrates how posterior distributions from completed cases can serve as priors for subsequent participants, creating cumulative knowledge building across research sites. Findings show that dynamic models effectively estimate intervention effects even when timing and effect sizes vary randomly. Parameter estimates converged to true effects after 15-25 coordinated cases, with credible intervals narrowing systematically as participants were added sequentially. This ManyLabs-inspired framework offers SCED researchers a pathway to accelerate the coordination of replications while maintaining the individualized focus and rigorous internal validity that make single-case designs valuable for evidence-based practice.

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Abstract In the U.S., approximately 13 million individuals identify as part of a sexual and gender minority (SGM). This broad spectrum includes sexual orientation identities such as gay, lesbian, bisexual, queer, pansexual, and same-gender-loving, as well as gender identities such as transgender, gender non-conforming, bigender, and two-spirit. As behavior analysts heed the call to engage in culturally competent practices that address diverse sexual orientation and gender identities (SOGI), they will likely consider collecting SOGI data as part of their practice. The benefits of SOGI data collection certainly exist. However, the historical oppression and increased vulnerability of SGM populations require a careful and thorough evaluation of ethical data collection practices to avoid harm and to ensure respectful and inclusive practices. The present tutorial aims to begin the discussion of ethical and effective SOGI data collection practices within behavior analysis by offering initial guidelines and considerations. We highlight methods that improve cultural sensitivity, and caution against traditional methods that could harm respondents or contribute to a non-inclusive environment.