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ABSTRACT Teaching listener selection responses to students with autism spectrum disorders (ASD) through auditory‐visual conditional discrimination (AVCD) tasks is both essential and challenging in early intensive behavioral intervention (EIBI) programs. We evaluated the efficacy of two instructional approaches—conditional discrimination‐based instruction (CDB) and joint control‐based instruction (JCB)—using an adaptive alternative treatment design with six Chinese‐speaking students with ASD. Results consistently showed that JCB was more effective than CDB. Our findings support the role of joint control as a form of verbal mediation in AVCD tasks and highlight the multiply controlled nature of intraverbal behavior. The findings provide valuable insights for educators aiming to enhance language intervention strategies.

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ABSTRACTThere is limited research on teaching non‐visual tacts (e.g., auditory, olfactory, tactile) to children with autism spectrum disorder. In the current study, children diagnosed with autism spectrum disorder were taught to tact tactile stimuli in a compound condition (i.e., tactile stimuli presented with visual cues), with probes in an isolated condition (i.e., tactile stimuli presented without visual cues) in a multiple probe design across sets. Results showed that the compound teaching condition was effective in teaching tacts of tactile stimuli for all three participants. Additionally, generalization occurred during the isolated probes for all three participants. This study contributes to the literature on teaching tacts of non‐visual stimuli to children with autism spectrum disorder.

ABSTRACTChildren with autism spectrum disorder (ASD) often present with substantial delays in the development of play skills, requiring intensive intervention. Several literature reviews have explored various strategies to teach play skills. They recommend teaching play in a variety of contexts to include natural settings and peer interactions to enhance generalization. Naturalistic components of play instruction may include natural settings (e.g., home, school play area), natural change agents (e.g., peers, parents), and salient environmental stimuli (e.g., common toys, siblings, peers). Given the complexity of these variables and their impact on the acquisition, maintenance, and generalization of play skills, a scoping review can help organize the literature for clinicians and researchers. Therefore, the purpose of this scoping review was to investigate interventions aimed at teaching toy play to children with ASD and to examine the naturalistic components included in these interventions. We aimed to (a) provide an overview of the current literature on teaching toy play to children with ASD, (b) summarize the naturalistic components of the interventions reviewed, (c) offer suggestions to guide clinicians in teaching toy play skills, and (d) present considerations for future research directions in this area.

Abstract Cover, copy, and compare (CCC) is a study strategy in which students cover their notes, attempt to copy them, and then compare for accuracy. We evaluated whether CCC could be used to establish equivalence classes with undergraduate students. A video training package and experimenter feedback were used to teach participants to engage in CCC with notes in the form of a graphic organizer. During the CCC condition, participants constructed graphic organizers depicting the relations among three equivalence classes, each consisting of three familiar stimuli. After completing CCC, five of the seven participants scored over 90% on their first matching‐to‐sample posttest. We evaluated the use of the strategy with three 5‐member classes of abstract stimuli. All participants used CCC when studying the relations and scored over 90% on the first posttest, and three participants constructed graphic organizers during the posttest. The social validity data indicated that participants found the intervention highly acceptable.

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AbstractThe development of schedule‐induced drinking depends on different variables affecting the food delivered at the end of the interfood interval. There are mixed results concerning the effects of varying magnitude and/or preference of different reinforcers in the development of schedule‐induced drinking, with some studies showing higher levels and other studies showing lower levels of drinking. The purpose of this study was to observe how differences in preference for a flavor of equally nutritious food pellets influence the development and maintenance of schedule‐induced drinking. Using the operant demand framework, four flavors of food pellets were compared to form two groups: one in which subjects would receive their most preferred flavor and another in which subjects would receive their least preferred flavor. In general, licking rates were lower and magazine‐entering rates were higher when the preferred flavor was delivered regardless of the fixed‐time schedule used. It is suggested that the value of the reinforcer has a larger influence on the immediately preceding behaviors, which will determine the distribution of competing responses in the interreinforcement intervals. These results are relevant to developing public policies that manipulate the taste of healthy food to increase its consumption.

A Terapia de Aceitação e Compromisso (ACT) é uma terapia de orientação contextualista funcional que estabelece a flexibilidade psicológica como principal foco de trabalho. Terapeutas ACT desenvolvem sua prática a partir de contingências diretas de interação interpessoal na díade terapeuta-cliente e de processos verbais indiretos, estabelecendo novos repertórios de clientes. O presente trabalho objetiva contribuir para a caracterização da diversidade da atuação clínica de terapeutas brasileiras(os) que utilizem ACT como referencial orientador de sua prática, considerando seus manejos dos processos envolvidos na flexibilidade psicológica. Foi realizado um levantamento com 22 terapeutas ACT brasileiros utilizando um roteiro de entrevista semiestruturado contendo questões sobre atuação de terapeutas e suas escolhas no trabalho clínico. Os resultados indicaram que terapeutas ACT no Brasil fazem integração teórico-prática, principalmente, entre abordagens comportamentais contextuais, em especial a Psicoterapia Analítico-Funcional, e Terapia Analítico-Comportamental. Em menor grau, há interseção entre seu trabalho e as visões cognitivo-comportamentais. Além disso, as intervenções relatadas denotaram caráter experiencial e idiográfico, com adaptações especificamente construídas para clientes, o que é recomendável nas abordagens comportamentais contextuais. Em conclusão, este estudo fornece informações valiosas sobre a prática clínica de terapeutas ACT brasileiros e suas abordagens para cultivar a flexibilidade psicológica em seus clientes.