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AbstractIn general, individuals with autism spectrum disorder have poor outcomes in adulthood on almost any measure assessed. Poor outcomes, in part, may be related to inadequate planning leading up to adulthood, including inappropriate goal setting, ineffective communication, and inadequate involvement of all decision‐makers needed to inform planning. The skills in the repertoires of individuals on the spectrum have been shown in the research to directly impact the trajectory of outcomes. Yet, at present there is next to no peer‐reviewed literature that identifies evidence‐based procedures to teach practitioners how to write meaningful goals that will positively impact these outcomes. The present study therefore examined the effects of a treatment package aimed at improving the quality of goals written by clinicians and students of applied behavior analysis. Overall, this study showed that for at least some participants, the independent variable improved the quality of skill acquisition goals, as measured by expert and advanced practitioner ratings as well as self‐assessed ratings. Both experiments yielded statistically significant increases in both dependent variables for the experimental group, when compared to the control group. These promising initial findings have implications for practitioners who hope to adequately plan for the future of those they serve by targeting those skills that will positively affect outcomes.

AbstractEmail etiquette is an important skill, especially in professional settings. Research demonstrates that undergraduate students follow email rules when given written instructions plus an example. The purpose of the present study was to evaluate the effects of computer‐based email instruction on undergraduate students' email etiquette and to assess the social validity of that instruction. The email instruction package was delivered through an online learning management system and consisted of written instructions plus a model, a quiz, and quiz feedback. We measured email etiquette by scoring emails from course assignments using a checklist. The instruction package produced a replicated increase in mean email checklist scores across two sections of introductory psychology, and checklist scores were elevated when participants sent emails in a novel context. The results of the social‐validity assessments suggest that the goals were important, the procedures were acceptable, and there were meaningful improvements in email etiquette for some participants.

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AbstractContingency management is especially effective in supporting medication adherence and drug abstinence among people with opioid use disorder. However, the incorporation of contingency management into clinical practice has been slow. The present study was designed to evaluate the feasibility, acceptability, and usability of incentives for providers as a means of accelerating collaborative care with contingency management. Thirteen buprenorphine prescribers served as participants in a nonexperimental study. The prescribers who referred patients to a contingency‐management service received monetary incentives for reviewing patient performance data and describing their use of these data in treatment decisions. The results show that this approach is feasible, acceptable, and easy to use for everyone involved. Self‐reports indicate improved prescriber–patient relationships and more informed care. However, prescriber‐focused incentives did not appear to greatly enhance access to contingency‐management services for patients. Thus, provider incentives may be beneficial but further research is needed to advance adoption of contingency management.

Se examina la condición presente de la psicología, como un conjunto de formulaciones inconmensurables, basadas en supuestos contradictorios, y caracterizadas por un gran nivel de confusión conceptual, tanto en lo que se refiere a su objeto de conocimiento, a las características de sus categorías teóricas, y la posibilidad de traducción mutua e integración.

AbstractA small but growing body of research in pediatric feeding disorders asserts the importance of comprehensively measuring social significance of goals, procedures, and effects of intervention, and incorporating social validity into practice to inform treatment. This report sought to extend this literature by detailing procedures to measure and improve social validity during a clinical case of a 3.5‐year‐old during a home‐based intensive feeding program. A multiple baseline design demonstrated effectiveness of nonremoval and re‐presentation added to a treatment package. Repeated choice via direct child preference assessments informed demand fading and gradual progression across six feeding skill domains (medication, cup drinking, independence, texture, volume, variety) and arrangements of response effort (preference, skill) with layers of reinforcer parameters (quality, magnitude, rate, immediacy). Indices of happiness definitions were modified, and extinction bursts examined. Fostering a collaborative approach, caregivers provided detailed input on social validity measures pretreatment, at discharge, and long‐term follow‐up (6‐month, 1‐year), inclusive of both qualitative and quantitative responses, written and verbal communication, and permanent product data. Further implications for practitioners included detailing the process for caregiver training and generalization to family meals with siblings and community settings, and providing adaptable full‐text guidelines for free access/choice contexts.