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Abstract This study examined the effectiveness of differential reinforcement of other behavior and self-monitoring in reducing challenging behavior among sixteen male inmates in an Italian prison. A multiple baseline design across groups was used to evaluate changes in property destruction, self-injury, and aggression. Results indicated a substantial reduction in these targeted behaviors across all participants. Social validity measures indicated improved inmate perception of their quality of life and interactions with others in the prison.

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Abstract This single-case study assessed the effectiveness of a mnemonic pegword strategy designed to enhance the multiplication fact fluency of three 6th-grade students who demonstrated persistent learning difficulties in mathematics. A nonconcurrent multiple baseline across subjects design was utilized, incorporating 3–5 baseline sessions followed by 10–12 intervention sessions. The results indicated a noticeable, gradual improvement in the learners' ability to recall multiplication facts involving two-digit numbers quickly and accurately. Interviews conducted with the participants to assess the social validity of this approach revealed agreement and enthusiasm for the continued use of the strategy. Although acknowledging certain limitations inherent in this research, these results support the continued use of this intervention to aid students who struggle with basic multiplication. Further investigations are warranted to determine the generalizability of these findings and to address the study’s inherent limitations.

ABSTRACT This study was conducted to examine the effects of the Self‐Determined Learning Model of Instruction (SDLMI) on the learning and maintenance of self‐determination skills in young people with autism spectrum disorder (ASD). Social validity data were also collected from participants and their parents before and after the intervention. A multiple‐baseline design was used as a single‐subject research design. Young people with ASD not only acquired self‐determination skills but also maintained these skills over time. In addition, following the intervention, they successfully performed the independent living skills they had personally selected as their own targets. Both the participants and their parents expressed high levels of satisfaction with the intervention process. Furthermore, compared to pre‐intervention reports, notable positive shifts were observed in the perceptions and evaluations of both youth and parents after the study. This study demonstrated that SDLMI can be an effective model for teaching self‐determination skills to young people with ASD in natural settings.

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Abstract If we develop the main point of behavior analysis that human behavior is shaped by its environments or contexts, then we must be sure of covering all the main contexts that can shape human behavior in research and practice. Drawing on social sciences observations, this article categorizes these into three “forces” that shape human behavior simultaneously and independently. The forces are (1) societal forces which include economic, legal, bureaucratic, and political shaping; (2) group or cultural forces, which work by groups pooling their resources and social relationships to shape members’ behavior; and (3) interpersonal forces that work in face-to-face interactions to exchange resources through social relationships and thereby shape behaviors. These three can be distinguished by their different forms of operation, because they do not all operate through immediate contingent reinforcement and punishment, and their distinguishing social properties are presented in tables derived from the vast knowledge of the social sciences. Language has no force to shape on its own but usurps and hides the other three forces to make it look like discourses are directly shaping human behavior. The way this strategically operates accounts for the many unusual properties of language. The categorization into three forces is not the most important point of the article, however, because the categories will always overlap and be disguised in strategic ways. Rather, the main point is for the three forces be utilized when trying to analyze and change human behaviors to make sure that all sources of shaping have been researched and changed, and the tables can be used for this. This formulation tries to expand the main point of behavior analysis for human behavior by using the knowledge of the social sciences.

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Resumo não informado pela fonte indexada.