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AbstractThere is currently limited research on early, intensive behavioral intervention (EIBI) within Australia. The purpose of this paper was to provide a programmatic description and preliminary findings of an intervention approach which provides a high level of intensity of intervention to preschool aged children diagnosed with autism spectrum disorder (ASD). A total of 154 children with autism participated in the program from 2011 to 2022. At the group level, children who received 27 hr per week of intervention showed significant gains on standardized cognitive and adaptive behavior measures during an average one year of intervention. Further examination of the response to intervention at an individual level demonstrated that 84% of children showed an acceleration in their rate of learning during intervention, with 52% more than doubling their rate of learning in this time. Age was determined to predict improvement in developmental trajectory, but intake cognitive abilities did not. In general, children who commenced intervention at a younger age made substantial improvements in their rate of learning, but children who commenced intervention at an older age made even greater improvements relative to their skills at commencement. The results as well as limitations given the exploratory nature of this paper are discussed, along with implications for addressing the needs of young autistic children in Australia.

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AbstractThe purpose of the present experiments was to systematically replicate Step it UP! Game interventions with adults with disabilities. Participants were divided into two competing teams, and the team with the highest step count participated in a prize drawing. Experiment 1 (N = 9) evaluated the efficacy of an extended version of the Step it UP! Game that included additional and longer sessions. Experiment 2 (N = 8) evaluated the addition of contingent experimenter attention during the Step it UP! Game. Baseline, Step it UP! Game, and Step it UP! Game plus interaction sessions were evaluated in a multielement design. The Step it UP! Game was effective with additional and longer sessions, and all participants took more steps during Step it UP! Game sessions. Adding experimenter interaction to the Step it UP! Game did not increase the efficacy of the intervention.

AbstractFunctional communication training (FCT) is an evidence‐based treatment for behavior targeted for reduction that often combines extinction for target responses and arranges functionally equivalent reinforcement for alternative behavior. Long‐term effectiveness of FCT can become compromised when transitioning from clinic to nonclinic contexts or thinning reinforcement schedules for appropriate behavior. Such increases in targeted behavior have been conceptualized as renewal and resurgence, respectively. The relation between resurgence and renewal has yet to be reported. Therefore, the present report retrospectively analyzed the relation between renewal and resurgence in data collected when implementing FCT with children diagnosed with developmental disabilities. We found no relation when evaluating all 34 individuals assessed for resurgence and renewal or a subset of individuals exhibiting both resurgence and renewal. These findings suggest that one form of relapse may not be predictive of another form of relapse.

AbstractMass incarceration rates have become a financial burden on the country and in 2023, the United States was faced with one of the highest recidivism rates worldwide, with approximately 44% of individuals returning to prison within a year of their release. Although various programs are available to incarcerated individuals and for those considered at risk for offending, access to these programs varies by jurisdiction and the effectiveness in preventing offenses, reducing recidivism, and fostering rehabilitation is not entirely known. In response to recidivism and incarceration rates, there has been a plea for a change in the criminal justice system, with an emphasis on involving behavior analysts. However, the extent of the application of behavior‐analytic interventions within the criminal justice system in the research literature is unclear. Thus, the purpose of the current review was to examine the existing experimental literature to determine the state of this research topic.

AbstractThe purpose of this review is to summarize recent literature on the use of concurrent‐chains arrangements in the assessment of preference for interventions (or intervention components) in the applied literature. The types of interventions and participants are described briefly, and procedural variations, ethical considerations, and recommendations for future research are discussed.

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AbstractA group contingency is one in which a common consequence (e.g., a reinforcer or a punisher) is contingent on the behavior of one member of a group, the behavior of part of a group, or the behavior of every member in a group. The most commonly used group contingencies in behavior‐analytic practice and research include interdependent, independent, and dependent group contingencies. Group contingencies are advantageous for multiple reasons, including their versatility, as they have been demonstrated to be effective across individuals, settings, and behaviors. Additionally, they are efficient as they can facilitate behavior change in multiple individuals at once. Previous literature reviews have supported the use of group contingencies with children; however, there has yet to be a systematic literature review conducted on group contingencies with adults. Because group contingencies have multiple benefits, it is important that a literature review be conducted to assess the evidence of these interventions when implemented with adults. A literature review of studies utilizing group contingencies with adults was conducted. Trends across studies, the efficacy of different group contingencies, clinical implications, and recommendations for future research are provided.