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O objetivo do presente trabalho foi levantar, na literatura científica dos últimos 10 anos, artigos científicos que conduzissem à compreensão de intervenções baseadas em valores, sob a ótica do contextualismo funcional, envolvendo população cuja queixa reside em comportamentos antissociais. Esta revisão sistemática foi realizada segundo o protocolo de pesquisa Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020). A partir da análise por meio dos critérios de inclusão e exclusão, oito artigos permaneceram no estudo. Intervenções pautadas em valores demonstraram resultados promissores quanto a redução de comportamentos de agressividade, impulsividade e esquiva experiencial, assim como remissão de atos criminais, como a violência entre parceiros íntimos. Como limitações, destacam-se a escassez de pesquisas brasileiras e a necessidade de explorar hipóteses em outras populações.

Abstract Noncontingent reinforcement (NCR) consists of response‐independent reinforcer delivery according to a time‐based schedule. Common application of NCR also includes withholding reinforcers following target behavior (i.e., extinction). Prior research suggests that inconsistent implementation (i.e., implementation with fidelity errors) of NCR programmed with fixed‐time (FT) schedules results in degraded therapeutic outcomes. We conducted a human‐operant evaluation to assess whether there were differences in responding (e.g., computer clicks) during reduced‐fidelity NCR between FT and variable‐time (VT) schedules. We randomly assigned participants to experience analogues of NCR with FT or VT schedules. Each participant experienced baseline, full‐fidelity, and reduced‐fidelity NCR in an ABAC design; FT or VT schedules varied depending on group assignment. Full‐fidelity NCR was similarly efficacious at suppressing target behavior across the FT and VT groups, but VT schedules suppressed target behavior significantly better ( p = .01) during reduced‐fidelity NCR than FT schedules. Implications for researchers and practitioners are discussed.

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Recent research indicates that university students face some limitations related to reading and writing skills. To provide empirical evidence about the teaching-learning conditions that could facilitate the development of these skills, a study to evaluate the effect of varying the level of achievement of two types of tasks on reading and writing skills of university students was conducted. Thirty-six students enrolled in the bachelor’s degree in psychology participated. A pretest-posttest design with a control group was used. In the pre-test and post-test, participants were asked to read an empirical article, complete 13 identification tasks, and write a conclusion. The experimental phase consisted of completing identification and elaboration tasks based on three criteria: 1) behavioral requirements linked to the article, 2) linked to hypothetical cases and unrelated to the article, and 3) unrelated to hypothetical cases and to the article. The results show a facilitating effect on reading performance based on criterion 1 and on writing performance based on criterion 2 tasks. These findings are discussed considering the relationship between task type, achievement criterion, and functional aptitude level.

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This paper critically examines the concept of verbal regulation of behavior based on the seminal work Theory of Behavior by Ribes and López (1985), in order to illustrate its usefulness as a conceptual framework for addressing psychological phenomena. This work constituted the first formal effort to recognize different types of functional organization of behavior beyond the verbal–nonverbal dichotomy. Consequently, it made it possible to outline an alternative interpretation of the research area known as say–do–say correspondence and to design an empirical strategy to test it. It is argued that research on say–do–say correspondence has implicitly adopted a series of conceptual misunderstandings regarding verbal regulation as conceived within the early twentieth-century Soviet materialist tradition. In the alternative conception derived from the Theory of Behavior, say–do–say correspondence is understood as a case of functional dominance. Although this concept does not appear explicitly in the work of Ribes and López (1985), functional salience highlights the fact that, in the organization of organism–environment interdependencies, certain elements play a decisive role in structuring a particular qualitative form of behavior.

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