Indexador

O presente artigo explora a importância do conhecimento sobre princípios básicos da Análise do Comportamento e de sua difusão para a população, o que consiste em um dos comportamentos mais críticos para a atuação de analistas do comportamento, dada a sua dimensão socialmente relevante. A divulgação desse conhecimento por meio de debates de questões cotidianas pode ser uma forma de alcançar esse público. Para isso, foi tomada como base a estrutura do texto do livro “Ciência no cotidiano: viva a razão, abaixo a ignorância”, que abarca cinco aspectos: 1) explicação do que é o tema; 2) ilustrações com exemplos cotidianos sobre o tema; 3) tecnologias desenvolvidas a partir do conhecimento científico; 4) vantagens decorridas do emprego dessas tecnologias; 5) proteção contra os abusos decorridos por ignorar o tema. Os principais conceitos em torno do comportamento operante foram descritos a partir dessa estrutura.Palavras-chave: Análise do Comportamento; Comportamento operante; Divulgação científica.

Abstract The practice of clinical informed consent in America is governed by over 100 years of case law. Although predominant ethics resources for behavior analysts offer some guidance regarding the provision of clinical informed consent, such guidance remains limited. The goal of this article is thus to expand the contemporary literature on clinical informed consent in behavior analysis by providing a historical and contemporary guide to relevant case law. The article will highlight seminal moments in the history of case law regarding clinical informed consent, discuss their applicability to the process of clinical informed consent in behavior analysis, and provide an enhanced understanding of the ethical and legal obligations related to informed consent in the therapeutic context.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

ABSTRACT Competing‐response training is an important component of Habit‐Reversal Therapy. Competing responses are recommended to be incompatible with tics. However, research on the efficacy of non‐incompatible (“dissimilar”) competing responses is scant. We conducted two experiments with individuals with tics who had at least one established incompatible (“similar”) competing response and completed Habit‐Reversal Therapy previously. In Experiment 1, we compared similar and dissimilar competing responses in terms of tics reduction and interference with ongoing activities. In Experiment 2, we assessed the maintained effectiveness of dissimilar competing responses over multiple exposures, preference among competing response types, and the effects of similar and dissimilar competing responses on non‐targeted tics. Across both experiments, we observed similar tic reduction and disruption of ongoing activity when participants used either competing response type. Engagement was generally greater in dissimilar competing responses. We discuss potential implications for clinicians and areas of future research.

AbstractObesity may be more prevalent among populations who are of low socioeconomic status, have limited access to nutrient‐dense foods, or both. One such population is justice‐involved youth. This series of translational experiments builds on previous research on food reinforcement and behavioral demand by (a) assaying demand for snack foods among justice‐involved adolescents and (b) evaluating the effect of a nutrition intervention on justice‐involved adolescents' demand for healthier alternatives. In Experiment 1, participants completed preference assessments for high‐ and low‐energy‐density snack foods and corresponding commodity purchasing tasks. The results indicated significant differences in demand based on energy density and preference. In Experiment 2, justice‐involved adolescents received a nutrition intervention. Following intervention, participants repeated preference assessments and commodity purchasing tasks. The researchers used mixed‐effects modeling to evaluate the effect of (a) the intervention, (b) participant age, and (c) the amount of intervention received on pre–post differences in demand for healthier alternatives. Results and implications are discussed along with future directions for improving conditions of confinement for justice‐involved adolescents.

AbstractPrevious research has supported selecting development‐matched targets rather than age‐matched targets to teach play skills to children with autism spectrum disorder. However, few studies have been conducted, and replications and extensions of this research are needed. The current study replicated Pane et al. (2022) by comparing the acquisition of development‐matched and age‐matched play targets when teaching play skills to four children with autism. No contrived prompts or consequences were used to teach play skills in either condition. Extensions included identifying targets via a newer version of the Developmental Play Assessment, targeting different play categories, assessing additional imitation skills, and conducting a caregiver assessment to identify socially valid toys, play actions, and vocalizations based on each participant's common experiences and preferences as well as their caregiver's values and preferences. As in Pane et al., participants demonstrated a higher level of scripted play actions in the development‐matched condition.

AbstractVisual inspection of single‐subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single‐subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated‐measures between‐subjects design to compare the effects of instructor‐led, video‐model, and no‐instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed‐design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor‐led and video‐model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.

AbstractThe current study compared the effects of interteaching and discussion forum activities on quiz and assignment scores in a master's‐level asynchronous research methods course. In an alternating‐treatments design, six participants engaged in interteaching on half of the weeks and in the discussion forum on alternate weeks. Participants in the interteaching condition (M = 96.75) generally scored higher on quizzes than did those in the discussion forum condition (M = 75.95). The results of a paired‐sample t test indicated statistically significant differences between the two conditions at p < .0001, with a substantial effect size of 0.6760. Significant differences in assignment scores were not observed between the interteaching (M = 87.28) and discussion forum (M = 89.08) conditions. Limitations and directions for future research are discussed.