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AbstractSeveral studies have examined the prevalence of behavioral relapse among individuals with intellectual and developmental disabilities following common treatment challenges (context changes, schedule thinning). Most applied studies compare behavior during the treatment challenges with the maximum level of behavior from five preceding treatment sessions. This max‐of‐5 criterion could inadvertently capture behavior in transition during the preceding treatment phase, thereby underestimating the prevalence of relapse. In the current study, we reanalyzed existing clinical data with the max‐of‐5 criterion and an alternative criterion less likely to capture target behavior in transition—the mean of the last two sessions (mean‐of‐2 criterion) of the treatment phase. As hypothesized, the max‐of‐5 criterion produced lower prevalence estimates relative to the mean‐of‐2 criterion. We encourage researchers conducting these analyses to weigh different approaches to reporting prevalence data and discuss considerations for future areas of research and practice related to measurement of relapse.

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Abstract The differential arbitrarily applicable relational responding effects (DAARRE) model explains two effects commonly observed with the implicit relational assessment procedure (IRAP): the single trial-type dominance effect (STTDE) and the dissonant-target trial-type effect (DTTTE). We sought to explore variables that modulate these effects. Forty-two participants who completed an IRAP met the practice criteria (median latency ≤ 2,000 ms and accuracy ≥ 80% correct) and thus proceeded to six test blocks of trials. The IRAP had four trial-types: trial-type 1: happy-face—happy-word; trial-type 2: happy-face—fear-word; trial-type 3: fear-face—happy-word; trial-type 4: fear-face—fear-word. Participants were randomly assigned to start with a consistent (respond True, False, False, True, respectively, to the four trial-types) or inconsistent (opposite responding) block. Difference ( D IRAP ) scores were calculated (inconsistent minus consistent latencies). A significantly larger D IRAP score was observed in trial-type 2 relative to trial-type 3 (a DTTTE), but only for participants who started with the inconsistent block. A “happiness superiority” STTDE (i.e., larger D IRAP score on trial-type 1 relative to trial-type 4) was observed, but only for participants who failed to maintain the criteria at the trial-type level (in any of the trial-types). Overall, the findings highlight the importance of distinguishing between the functional versus relational properties of the stimuli presented within an IRAP. The modulation of the DTTTE is interpreted in terms of functional coherence between the target and response option in inconsistent blocks. A novel data-analytic algorithm is presented to identify performance criteria violations at the trial-type level. The findings suggest that a greater focus is required in relational frame theory on the impact of the functional properties of stimuli on relational framing.

De acordo com a Teoria dos Direitos Fundamentais, a dignidade da pessoa humana é o valor fundamental da nossa sociedade, mas este valor – a dignidade –, segundo Skinner, seria um dos entraves ao avanço da tecnologia comportamental proposta por ele. O objetivo deste artigo foi investigar se há, de fato, uma incompatibilidade entre a dignidade da pessoa humana enquanto valor fundamental da sociedade e a proposta skinneriana de uma ciência do comportamento aplicada à resolução dos problemas humanos. Para tanto, foi realizada uma breve contextualização histórica do conceito de dignidade, seguida de uma análise conceitual das noções de dignidade em Skinner e de dignidade da pessoa humana na Teoria dos Direitos Fundamentais a fim de esclarecer ambas as acepções e de discutir a relação entre elas e entre suas concepções de ser humano. Os resultados mostram que as acepções com que o termo dignidade é utilizado em um caso e no outro é distinto e que, portanto, não parece haver, a priori, antagonismo entre as propostas de uma ciência do comportamento e de uma sociedade fundada na dignidade da pessoa humana. Ainda que restem divergências teóricas entre a Análise do Comportamento e a Teoria dos Direitos Fundamentais, parece haver um campo fértil para discussões e debates que podem interessar à promoção e proteção dos direitos fundamentais, da dignidade da pessoa humana e dos valores democráticos.Palavras-chave: Análise do Comportamento, Teoria dos Direitos Fundamentais, dignidade da pessoa humana, dignidade, autonomia.

AbstractThe Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth‐grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four feedback versions of the GBG and a baseline condition were alternated across sessions in a multielement design. All versions of the GBG substantially reduced disruptive behavior below baseline levels. Additionally, in one of the three classes losing the GBG produced an increase in negative peer interactions immediately following the GBG. Following the multielement comparison, we implemented a group‐arrangement concurrent‐chains preference assessment in which students selected one of the conditions to experience each day. The most selected condition across all classes was the GBG condition, which included both vocal and visual feedback.

AbstractInvolving clients in therapeutic decisions is a crucial component of effective and ethical behavior‐analytic practice. However, discrepancies between client preference for treatment options and treatment effectiveness are possible in the course of treatment. The purpose of this paper is to advance the discussion of discrepancies between client preference for treatment options and treatment effectiveness by (a) reviewing relevant considerations for adapted strategies to involve clients with limited prerequisite skills in therapeutic decisions, (b) presenting clinical data that exemplifies discrepancies between client preference for treatment options and treatment effectiveness, (c) describing nuanced considerations for navigating discrepancies, and (d) providing suggestions for future research on this topic.

AbstractDiscrete‐trial teaching (DTT) is an arrangement used in skill acquisition. The components that comprise DTT vary widely across applications, and previous reviews evaluating its efficacy have largely reported on DTT as part of a comprehensive intervention package. The purpose of this scoping review was twofold: to describe the component variations of DTT (descriptive analysis) and to evaluate the general efficacy of DTT in teaching new skills to individuals with disabilities (efficacy analysis). One hundred and thirty‐four studies were included in the descriptive analysis of DTT and 82 were included in the efficacy analysis. Results indicated that many of the components of DTT align well with best practice recommendations, including that reinforcers be delivered continuously and immediately following correct responses. Overall, DTT was efficacious in teaching new skills; however, there were limited evaluations of the maintenance, generality, and social validity of the findings. The outcomes are discussed in light of best practice recommendations and as a guide for future practice and research.

Abstract Learning to discriminate between physically similar stimuli as members of different classes can be relevant in certain situations. This study investigated effective methods of displaying two pairs of quasi‐identical stimuli, as samples and/or comparisons, during the training of baseline conditional discriminations. The goal was to enable participants to form three 3‐member equivalence classes and discriminate similar stimuli as members of distinct equivalence classes. Eighteen adults underwent arbitrary relations (AB/AC) training. A multiple‐probe design assessed maintenance and emergence of stimulus relations. Participants were randomly assigned to one of six training conditions across three experiments. Conditions 1, 2, and 5 presented quasi‐identical stimuli successively as samples during training. Condition 3 presented quasi‐identical stimuli successively as comparisons, whereas Condition 4 presented quasi‐identical stimuli simultaneously as comparisons. Condition 6 presented each pair of quasi‐identical stimuli simultaneously as a sample and a comparison. Condition 4 uniquely resulted in successful equivalence class formation for all participants. Conditions 3 and 6 failed to form equivalence classes, whereas Conditions 1, 2, and 5 did not yield baseline learning. These findings highlight the relevance of presenting quasi‐identical stimuli as simultaneous comparisons (Condition 4) to foster equivalence class formation. Understanding optimal training conditions has implications for discussions on the acquisition of simple discriminations required in training simultaneous conditional discriminations.

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