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AbstractFailure to engage in or tolerate health‐related routines is a major barrier to good health for individuals with intellectual and developmental disabilities (IDD). In the current study, we evaluated the effects of a synchronous schedule of reinforcement (SSR) for five adults with IDD across eight health‐related routines (e.g., toothbrushing, handwashing, tolerating wearing health‐related devices). The results showed that SSR alone effectively increased tolerance for five of eight health‐related routines. Additional modifications were necessary for two other routines, and no effects were observed for one participant. We successfully trained direct‐care staff to implement the effective treatment. Social validity outcomes showed higher levels of positive affect and lower levels of negative affect during treatment relative to baseline for all participants as well as staff acceptance of the procedures and training. The current study adds to the literature supporting SSR as an alternative to graduated exposure; however, further research on the efficacy of SSR alone is needed.

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Assessing teacher–student interactions in the classroom is critical, but most research has relied on short observation periods due to the infeasibility of longer sessions. Our U.S. study assessed and quantified the emotional tone (i.e., teacher sentiment) of classroom teachers’ language patterns throughout the school day using transcriptions of 149 full-day videos to understand the consistency of findings with prior research, relations to discipline referrals, and sensitivity to professional development (PD). Using natural language processing, we found emotional tone varied by grade levels taught and time of day. Teachers of younger grades used more positive language, and more positive language was used at the start of the school day for all grade levels. We also found teacher emotional tone was significantly related to their overall use of discipline referrals. Furthermore, emotional tone detected effects of a professional learning equity-focused intervention. Across conditions, more positive emotional tone was associated with fewer discipline referrals throughout the year. However, teachers in the intervention group demonstrated even more positive emotional tone and lower use of discipline referrals. The results are discussed in terms of classroom observations technology and strategies to improve student outcomes.

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ABSTRACT In this study, equivalence‐based instruction (EBI) was used to teach hypothesis testing methods to graduate and undergraduate psychology students. Instruction was delivered on six‐members classes representing the z ‐test, t ‐test, F ‐test, chi‐square test and binomial test. A pretest‐training‐posttest‐maintenance design was employed, with baseline relations taught using a computer‐controlled match‐to‐sample task. The effects of training were assessed using both written and computerized pretests and posttests. One week after training, a follow‐up written and computerized test was administered to assess maintenance. Test scores improved following training, derived relations emerged, and class‐consistent responding generalized to a novel context (i.e., the written test) for all participants. These effects were maintained 1 week after training across all participants. This study systematically replicates precious findings that EBI can effectively teach advanced content to college students and is the first to apply EBI to the instruction of hypothesis testing methods.