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O presente estudo investigou o efeito de diferentes níveis de instrução sobre o desempenho em uma tarefa de solução de problemas, sob uma perspectiva comportamentalista radical. Manipulou-se o tipo das instruções (mínimas ou completas) e foi medido o efeito na formulação de regras e na execução de uma tarefa de organização de estímulos. Vinte e oito universitários foram alocados em dois grupos: Grupo Instruções Completas (IC) e Grupo Instruções Mínimas (IM). Os resultados indicaram que o Grupo IC exibiu maior número de acertos na primeira resposta e menor número de erros totais, sugerindo que instruções detalhadas facilitam a aquisição de repertórios complexos. Conclui-se que o controle instrucional tem efeito significativo na solução de tarefas complexas. Além disso, discute-se a proposta de mensuração de instruções através de “palavras-ouro” na tentativa de medir quantitativamente a descrição de contingências para além da dicotomia “completo” ou “incompleto”.

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ABSTRACT Studies of interventions that promote workplace inclusion for autistic people are of particular interest, especially with regard to deficits in social skills. The present study evaluated the effectiveness of an Interactive Computer Training (ICT) tool to teach four adult participants with autism how to ask for help in a simulated work environment. A multiple‐probe experimental design was used. The participants were exposed to an evocative simulated situation, in which their ability to ask for help was evaluated over probe and baseline sessions. They then underwent ICT, and their ability to ask for help was again evaluated. The results indicated that the target skill performance of two of four participants reached 100% accuracy after exposure to ICT. The other two participants reached the same acquisition criterion after a 5‐min feedback session. These findings contribute to the literature on the efficacy of ICT and teaching workplace social skills to autistic adults. The short duration of the training protocol encourages its applicability in natural environments.

Abstract Children diagnosed with autism spectrum disorder (ASD) may have difficulty with social interactions and communication. Thus, identifying procedures that are efficient and effective at improving communication is important. Instructive feedback (IF) is a procedure that has been found to increase communication for individuals with developmental disabilities by teaching a primary target (PT) and embedding a secondary target (ST) within the learning trial. However, different procedural configurations exist across the IF literature, which may influence its efficacy and efficiency. The purpose of this study was to compare the delivery of antecedent and consequence ST when teaching different tacts and intraverbals to a child diagnosed with ASD across multiple phases and stimulus sets. In phase 1, we compared teaching antecedent and consequence ST to no ST and found that incorporating ST resulted in better acquisition of ST compared to no ST. In phases 2 and 3, we compared only antecedent and consequence ST and showed that both conditions led to the acquisition of intraverbals; however, acquisition rates differed across conditions. Finally, in phase 3, we assessed the participant’s allocation of responding between the different ST types in a concurrent-link arrangement. The participant allocated responding more to the consequence condition, which was generally more efficient at producing ST acquisition in phases 2 and 3. Possible explanations for differences in acquisition related to when ST were delivered are discussed, as well as areas for future research.

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Abstract A meta-analysis evaluating the effects of school-based interventions for preschool students with attention deficit hyperactivity disorder (ADHD) was conducted using 12 outcome studies. Separate effect size analyses were performed including between-subjects, with-in-subjects, and single-subject experimental designs. Results indicated that between-subject studies focused on problem behaviors within classroom’s revealed an unweighted effect size of 0.53, whereas an effect size of 0.08 was noted when researchers focused on increasing prosocial behaviors. The within-subject pre-post treatment study results yielded an effect size of 0.58. The unweighted average effect size for single subject studies implementing multiple baseline and reversal designs was 2.06 as calculated using the BC-SMD method. Single-subject studies that utilized an alternating treatment design had effect sizes calculated using either PBM or PEM methods. The average effect size across measurements of disruptive behavior was calculated at 83% and 90%. Function-based interventions were associated with the highest effect sizes. These findings provide further evidence supporting the use of function based interventions in school based settings.

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