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AbstractIn this meta‐analysis, we describe a benchmark value of delay and probability discounting reliability and stability that might be used to (a) evaluate the meaningfulness of clinically achieved changes in discounting and (b) support the role of discounting as a valid and enduring measure of intertemporal choice. We examined test–retest reliability, stability effect sizes (dz; Cohen, 1992), and relevant moderators across 30 publications comprising 39 independent samples and 262 measures of discounting, identified via a systematic review of PsychInfo, PubMed, and Google Scholar databases. We calculated omnibus effect‐size estimates and evaluated the role of proposed moderators using a robust variance estimation meta‐regression method. The meta‐regression output reflected modest test–retest reliability, r = .670, p < .001, 95% CI [.618, .716]. Discounting was most reliable when measured in the context of temporal constraints, in adult respondents, when using money as a medium, and when reassessed within 1 month. Testing also suggested acceptable stability via nonsignificant and small changes in effect magnitude over time, dz = 0.048, p = .31, 95% CI [−0.051, 0.146]. Clinicians and researchers seeking to measure discounting can consider the contexts when reliability is maximized for specific cases.

AbstractFollowing successful treatment in which problem behavior is reduced, it may reemerge as a function of changes in contextual stimuli or the worsening of reinforcement conditions for an alternative response. Although understudied, preliminary research suggests that simultaneous changes in contextual stimuli and reinforcement conditions may represent particularly exigent treatment challenges that create the condition for additive or superadditive relapse. The purpose of the present review was to systematically examine the relapse literature involving simultaneous changes in contextual stimuli and reinforcement conditions in relapse tests and experimental preparations arranged to evaluate their effect on response recovery. We identified 16 empirical articles spanning 27 experiments. Although all experiments included at least one condition that experienced a change in contextual stimuli and worsening of alternative reinforcement conditions, only two experiments included the comparison conditions needed to precisely evaluate additive and superadditive relapse. Our findings establish the preclinical generality of relapse effects associated with simultaneous changes to reinforcement conditions and contextual stimuli across a range of subjects, schedule arrangements, response topographies, reinforcers, and types of contextual changes. We make several recommendations for future research based on our findings from this nascent and clinically relevant subdomain of the relapse literature.

AbstractEstablishing conditioned reinforcers is often critical to treatment for individuals diagnosed with autism spectrum disorder or intellectual and developmental disabilities (IDDs). Although researchers have evaluated several procedures, methods and results vary across studies, making it difficult to draw conclusions about these procedures' general and relative effectiveness. The purpose of this systematic review was to assess the overall and relative effectiveness of stimulus‐stimulus (S‐S) pairing, response‐stimulus (R‐S) pairing, and operant discrimination training (ODT) for establishing conditioned reinforcers for children on the autism spectrum or who have an IDD. Thirty‐one studies, including 12 theses and dissertations, met inclusion criteria. Eight studies evaluated S‐S pairing, 20 evaluated R‐S pairing, and nine evaluated ODT. Combined, S‐S pairing, R‐S pairing, and ODT were effective at establishing conditioned reinforcers in only half of all attempts. However, analysis indicated that R‐S pairing is the most effective procedure, followed by S‐S pairing and ODT, in that order.

AbstractWe conducted a systematic review of studies published in the Journal of Applied Behavior Analysis between 2010 and 2020 to identify reports of social validity. A total of 160 studies (17.60%) published during this time included a measure of social validity. For each study, we extracted data on (a) the dimensions of social validity, (b) the methods used for collecting social‐validity data, (c) the respondents, and (d) when social‐validity data were collected. Most social‐validity assessments measured the acceptability of intervention procedures and outcomes, with fewer evaluating goals. The most common method for collecting social validity data was Likert‐type rating scales, followed by non‐Likert‐type questionnaires. In most studies, the direct recipients of the intervention provided feedback on social validity. Social‐validity assessment data were often collected at the conclusion of the study. We provide examples of social‐validity measurement methods, discuss their strengths and limitations, and provide recommendations for improving the future collection and reporting of social‐validity data.

Problem behavior of students in school settings have negative effects on several areas of functioning in children. Empirical research has provided conclusive evidence regarding lifetime repercussions when problematic behavior is not treated. Despite evidence of the effectiveness of applied behavior analysis interventions to improve student’s behavior, access to these services remains a major challenge. Training teachers and staff in these procedures has been shown to be an effective alternative to achieve a greater reach; however, little attention has been paid to the effect of teacher training on student’s outcomes. The current systematic review aims to provide a synthesis of the evidence of teacher’s behavioral skills training intended to modify student’s behavior. Fifty-three empirical studies were collected from eight databases and eight specialized journals. Overall, we found the studies provide evidence of the effectiveness of teacher training on student’s outcomes. We also describe the main characteristics of the study interventions and discuss potential considerations related to training components that can be used to provide more effective training, especially for diverse contexts and communities with fewer resources. Needs for future research are discussed.

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Although applied behavior analysis has become widely used in practical settings such as developmental support, it is mainly used as a technique for in …

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