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AbstractBehavioral skills training (BST) has been used to improve football players' performance in one prior study, but limited data were collected on how the skill generalized from the training environment to the natural environment. The purpose of this study was to further evaluate the effects of BST in enhancing football players' performance while also evaluating the generalization of a skill taught in a training environment (i.e., practice) to the natural environment (i.e., game‐simulated scrimmage). This study included five high school offensive line football players and recorded their run‐blocking skills in the training context and a game context in baseline and following BST. The results showed that BST improved performance in the training environment, with run‐blocking skills slightly generalizing from the training environment to game‐simulated scrimmages. When BST was conducted in the natural environment, it further improved the participants' run‐blocking skills.

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In the 1980s, Positive Behavior Support (PBS) emerged in response to inappropriate or abusive outcomes applied to students with developmental disabilities such as intellectual disabilities and autism spectrum disorders. Throughout its half-century history, PBS has made a lot of progress. This study systematically reviewed research in the PBS field using bibliometric analysis. To perform this study, 530 papers on PBS were extracted from the Web of Science database (1996-2023) and visual analysis of PBS research trends was conducted using the “CiteSpace” tool. The results are as follows: Firstly, based on the number of published studies related to PBS, the timeline can be divided into four phases: (1) the initial period from 1996 to 2001, (2) the growth period from 2002 to 2015, (3) the maturity period from 2016 to 2020, and (4) the adjustment period from 2021 to the present. Secondly, based on the number of authors in PBS-related studies, researchers such as R. H. Horner, K. McIntosh, G. Sugai, T. J. Dishion, and G. Dunlap are taking a leading position. Thirdly, based on the keywords of PBS-related research, research hot-spots are concentrated in areas such as intervention, students, children, implementation, and challenging behaviors. Fourthly, based on the keyword cluster of PBS-related research, while there was initially an emphasis on individual student behavior problems, recent emphasis has shifted towards school-wide application. This study contributes to understanding the historical progress and future directions of PBS research, aiding in the systematic comprehension of PBS development and application trends.

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AbstractOperant behavior typically occurs in bouts and pauses. The microstructural analysis of bouts and pauses reveals important and separable information about the physical characteristics of the operant and the motivation behind it. An analysis of interresponse times (IRTs) often reveals a mixture of two exponential distributions. One corresponds to short IRTs within ongoing response bouts, reflecting motor properties of the operant, and the other corresponds to longer intervals between bouts, reflecting the motivation behind the response. Partitioning responses into bout initiations and within-bout responses via this two-mode framework reveals the mechanisms underlying behavior maintenance and change. This approach is used in the fields of neurotoxicology, behavioral pharmacology, and behavioral neuroscience to disentangle the contribution of motivational and motoric variables to the pattern of operant behavior. In this article, we present a primer aimed at providing essential concepts related to the analysis of response bouts and temporal dynamics of operant performance.

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