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ABSTRACT Lack of social eye contact is a common characteristic of autism spectrum disorder (ASD) and can limit opportunities for social interaction and social learning. The current study examined a parent‐implemented shaping procedure delivered through telehealth to promote eye contact during naturalistic social play for two preschool‐aged children with ASD in India. The intervention was implemented without prompting or nonsocial reinforcers, instead relying on preferred social activities. Both children learned to make eye contact, of various durations, across different activities. Self‐reports from the participating parents, along with individualized indices of happiness observed in the children, indicate a high degree of social validity. The findings support and extend prior research on shaping without prompting, suggesting that socially maintained eye contact in children with ASD can develop through flexible, naturalistic methods implemented by parents with remote supervision. Limitations of the study and directions for future research are discussed.

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The consolidation of Bidirectional Naming (BiN) as the generalized behavioral relation of Incidental Bidirectional Naming (Inc-BiN) is considered fundamental for effective language development. Previous research has shown that Intensive Tact Instruction (ITI), consisting of 100 trials per day implemented three times a week, induced BiN and Inc-BiN in two autistic children. This study evaluated the effects of ITI with 50 daily trials, administered three times per week, on the induction of BiN and Inc-BiN in three autistic children. Participants underwent pretests for BiN and Inc-BiN, ITI sessions, posttests for BiN and Inc-BiN, as well as generalization and maintenance tests for BiN and Inc-BiN. Results showed that, following ITI with up to three stimulus sets, only one participant demonstrated the emergence of BiN, and none demonstrated the emergence of Inc-BiN. The need for further investigation into parametric variations in the implementation of ITI is discussed (e.g., the number of daily or weekly trials and stimulus sets), also considering factors such as the participants' initial verbal repertoire, the reinforcing functions of antecedent and social consequence stimuli, the reinforcing function of observation responses to stimuli, and the impact of requiring or restricting echoic responses.

Há dois procedimentos tradicionalmente usados no estabelecimento da discriminação simples: a discriminação simultânea e a sucessiva. Embora existam evidências de que a discriminação simultânea é mais eficiente que a sucessiva no estabelecimento do controle por estímulos, há também evidências de que esses procedimentos são diferentes quanto a uma série de aspectos. Com o objetivo de avaliar essas diferenças, realizou-se um experimento no qual onze participantes adultos foram expostos a ambos os procedimentos com um contrabalanceamento de ordem. Quanto ao número de tentativas para o alcance do critério de aprendizagem, os resultados corroboram achados anteriores que indicam maior eficiência da discriminação simultânea. Por outro lado, medidas de latência indicam diferenças entre os dois procedimentos. Durante o primeiro bloco de tentativas, foram observadas latências maiores para o procedimento de discriminação sucessiva (2,89 s, em média) em comparação com o procedimento de discriminação simultânea (3,71 s, em média). Esses resultados são discutidos em termos de respostas mediadoras, mais frequentes durante as primeiras tentativas. Uma ANOVA mista das latências revelou um efeito de interação entre o procedimento e a ordem de exposição. Conclui-se, portanto, que os procedimentos de discriminação simultânea e sucessiva podem ser fundamentalmente diferentes quanto ao que e como se aprende.

AbstractTo address the high‐rate, interfering stereotypy of three autistic students, a chained schedule for treating stereotypy was combined with skill‐based treatment for challenging behavior. Treatment consisted of progressively widening contingencies to differentially reinforce functional communication, toleration, and accurate task completion with escape from instruction to engage in stereotypy. Stimuli were correlated with periods during which instructions were presented and motor stereotypy was redirected (S‐) and periods during which escape was provided and motor stereotypy was not redirected (S+). Skills were maintained via intermittent, unpredictable reinforcement schedules. Functional communication and tolerance responses were acquired, discriminative control over both motor stereotypy and vocal stereotypy was established, and task accuracy increased to >80% for all participants. The goals, procedures, and outcomes of the intervention were also socially validated by the participants' teachers.

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La siguiente investigación destaca los resultados de la aplicación de una encuesta al profesorado de Medicina, Física y Derecho, donde se valora los conocimientos sobre Psicología y Análisis de la Conducta (AC). Estos datos pueden orientarnos sobre la importancia de ejecutar programas de enseñanza del análisis de la conducta en otras disciplinas como respuesta eficaz a los problemas de enseñanza-aprendizaje. El objetivo fue examinar el nivel de conocimiento general sobre la Psicología, con énfasis en el AC, a través de un análisis descriptivo basado en los resultados obtenidos mediante encuestas aplicadas al profesorado. Esta investigación se llevó a cabo con la participación total de 111 docentes de las facultades de Medicina, Física y Derecho de la Universidad de Sevilla. Se emplearon cuestionarios que constan de distintos bloques con preguntas cerradas, de opción múltiples, escala de Likert, preguntas abiertas y de orden jerárquico. El procedimiento en general implicó enviar la encuesta mediante correo electrónico obtenidos en la web de la Universidad de Sevilla. El análisis es descriptivo, las respuestas han sido muy heterogéneas en función de la formación académica de cada profesional de las disciplinas, aunque declararon estar familiarizados con diversos paradigmas psicológicos, en mayor medida su posicionamiento es ecléctico y se observó una falta general de conocimientos sobre el análisis de la conducta en todas las disciplinas.

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Food restriction is a common practice among young people, aimed at modifying body weight through strict dieting, food avoidance, and/or prolonged fasting. This behavior is influenced by social norms of dietary appropriateness, which indicate when it is suitable to eat less (inhibitory norm) or more (augmentative norm), depending on the eating behavior of others. Experimental evidence suggests that restrained eaters are particularly sensitive to these norms; however, methodological limitations have been identified that constrain the generalizability of findings. This study examined the effect of both dietary norms on the eating patterns of male and female university students using a mixed within-subject ABCA′ design, with four experimental groups and both male and female confederate models. Within-subject comparisons allowed the analysis of the effect of each norm, while between-group comparisons assessed differences by experimental condition. The results confirmed the influence of both norms on the amount of food intake, but not on the selection of food type. Differences were observed in the effect of the model depending on the sex of the participant. This study provides relevant evidence on the impact of social modeling on eating patterns, a topic still emerging within behavioral science.