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Abstract Midsession reversal examines behavioral flexibility by requiring animals to reverse a discrimination midway within a session. This reversal behavior is controlled by changing temporal factors over the session. We tested behavioral flexibility in pigeons by reversing the contingencies within a session from a visual matching‐to‐sample (MTS) task to a non‐matching‐to‐sample (NMTS) task. To examine how visual context influenced the reversal, the stimuli were assigned according to two different mapping conditions. In the bounded mapping condition, different stimuli exclusively appeared in either the MTS or NMTS for half of the session, and in the unbounded condition, the stimuli appeared across both the MTS and NMTS halves of a session. In the unbounded condition, pigeons showed a modest switching function, from matching to non‐matching, at the reversal boundary. In contrast, in the bounded condition, the pigeons learned the contingences faster and to a higher accuracy and exhibited a more precise switching function at the reversal. The latter outcome suggests there was little or no temporal interference, as the different visual contexts allowed the MTS and NMTS tasks to be segregated within a session. These contrasting results show that reversal interference in the midsession reversal task is influenced by context and temporal factors, with corresponding implications for behavioral flexibility.

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Abstract The evolutionary theory of behavior dynamics (ETBD) has predicted that under concurrent random‐ratio (RR) schedules, preference for the denser schedule becomes more extreme with (a) larger differences between the concurrent ratio requirements and (b) smaller absolute values of the ratio requirement for the denser alternative. In this study, we tested ETBD's predictions by evaluating human participants' choice under various concurrent RR schedules. Sixty‐three undergraduate students participated and were presented with two concurrently available response options on a touchscreen monitor. The difference between the concurrently available ratio requirements was manipulated across conditions, and the absolute value of the ratio requirement for the denser alternative was manipulated across groups. As predicted by the ETBD, participants' preference for the denser alternative increased as the difference between the concurrent ratio requirements increased and groups with smaller absolute ratio requirements tended to display more extreme preference. However, a high level of heterogeneity was observed across human participants within each group that was not evident in the behavior of artificial organisms animated by the ETBD. Our findings demonstrate the importance of focusing on individual behavior and suggest directions for future research investigating choice under concurrent ratio schedules and evaluating the ETBD.

Abstract Increasing cybercrime rates means identifying potential victims is critically important. Social discounting tasks show that individuals share less personally identifying information as social distance increases. However, the test–retest reliability and uniqueness of this measure is unclear. The current study assessed social discounting for personally identifying information (SDPII), delay discounting, risk taking, and personality at two measurement waves 30 days apart for 64 undergraduate students. Test–retest reliability was statistically significant for the SDPII and all other measures, replicating previous studies. SDPII rates were not significantly correlated with other measures during both measurement waves, showing discriminant validity. SDPII rates were lower than those reported in a previous study but were still well described by a hyperbolic discounting function, suggesting replicability across studies. The high test–retest reliability, uniqueness, and replicability of the SDPII suggests that it may quantitatively identify cybercrime victimization. Future research should test which measure or combination of measures can accurately predict scam and cybercrime victimization to inform data‐based interventions.

Abstract Traditional assessments often perpetuate systemic inequities through biased norms and culturally misaligned practices. The Classroom Learning Screening (CLS), developed in 1981 by Kunzelmann and Koenig, offers a behavior analytic alternative grounded in direct, repeated measurement of frequency or rate. The current paper introduces CLS as both a practical tool and a form of ethical advocacy for educational equity. We outline the limitations of conventional norm-referenced assessments, demonstrate how CLS promotes equity through self-referenced, curriculum-based data collection, and suggest systematic steps for implementing and evaluating CLS in contemporary educational settings. Designed to identify early academic risk through continuous progress monitoring, CLS uses 10 days of brief, curriculum-aligned probes in reading, math, and spelling, helping educators detect and address learning difficulties before formal special education referrals become necessary. Through systematic replication studies and policy advocacy, we call on behavior analysts to revisit assessments such as the CLS as a fair, functional, and timely assessment method that can reduce educational inequities.

Abstract Precision Teaching (PT) is a system that involves precisely defining and measuring the frequency of behavior to facilitate timely and effective data-based decisions to accelerate behavioral repertoires (Evans et al., Behavior Analysis in Practice, 14 (3), 559–576 2021). When combined with instruction and practice approaches, PT has demonstrated efficacy in accelerating learning in academic skills. However, its use in public schools is minimal. One reason for this may be the limited amount of research exploring teacher-implemented PT and how PT fits within the context of busy classrooms. Procedural fidelity is an important concept to consider when procedures are implemented in complex and uncontrolled environments. The present study employed qualitative methods to explore expert practitioners’ and researchers’ perspectives on procedural fidelity, fidelity errors, and their perceived impact when implementing PT. The data were thematically analyzed and are discussed with regard to three overarching themes and their subthemes: (a) The Complexity of Procedural Fidelity in PT, (b) Maintaining Fidelity without Losing Flexibility, and (c) It’s a System. This study is an initial exploration of expert perspectives on procedural fidelity in PT, which can help inform future quantitative evaluations of the impact of fidelity errors on participant outcomes. Findings suggest that participants believed PT is a flexible system tolerant of some fidelity errors but that no component of the system should be omitted completely. Implications of these findings for research and practice are discussed alongside the strengths and limitations of this study.

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Abstract Social behavior involves interactions among individuals of the same species, and the presence or behavior of other individuals plays important roles. An individual’s performance in any particular task is improved or facilitated when others are present. The phenomenon of social facilitation has been studied for over a century, and it has implications for important behaviors like substance use, gambling, or choice behavior. The present study aimed to explore how the presence of conspecifics affects the behaviors of pigeons under a random ratio schedule. Four homing pigeons were used in various conditions to analyze response rates and bout-pause patterns. Experimental conditions were set up to examine the effects of conspecifics based on the following factors: the mere presence of conspecifics, simultaneous engagement in the same task, and sharing gains. Pigeon performance in each condition was compared based on the response rate and bout-and-pause patterns of key pecking behavior. The results suggest that sharing gain would work as an abolishing operation, although it does not produce a systematic effect on bout-pause patterns.

ABSTRACTThis study examined the effectiveness of the Cool Versus Not Cool (CNC) procedure in teaching chemical safety skills to three preschool children with autism spectrum disorder (ASD) in terms of acquisition, maintenance, and generalization. One 6‐year‐old girl and two boys with ASD participated in the study that employed a multiple‐probe design across participants. The findings demonstrated that the children with ASD acquired the target safety skills, improved their skills following the study, maintained the skills after one and 4 weeks after the intervention, and generalized them across different individuals. The social validity data, collected through subjective evaluation and a social comparison method, showed that the teachers of the children with ASD had positive opinions regarding the target skills, the CNC procedure, and the study outcomes. Additionally, the children with ASD outperformed their peers after the intervention. Furthermore, the findings indicated that the ecological validity of the CNC was high, particularly in terms of typical settings. Directions and implications for future research are discussed.