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Abstract Applied behavior analysis is grounded in data-based decision-making and evidence-based practice (EBP). EBP is increasingly reliant on evidence syntheses (i.e., the combining of findings from multiple research studies to inform on a particular topic). Within this context, outcome heterogeneity is defined as variability in the outcome measures employed across research studies evaluating a particular intervention, including what is measured, how, and when. Outcome heterogeneity has been identified as a substantive barrier to evidence synthesis across health and social care, with direct consequences for clinical guideline development and policy. This article draws on examples from behavior-analytic and adjacent research to argue that outcome heterogeneity represents a methodological challenge for behavior analysis. A Core Outcome Set (COS) is a consensus-based, standardized set of outcomes that should be measured and reported as a minimum when evaluating a particular intervention. COS have been developed across a range of health behavior change interventions (e.g., for sedentary behavior, behavioral weight management, self-management of diabetes) as a structured response to the challenge of outcome heterogeneity. This article proposes increased engagement with the broader movement toward COS and argues that behavior analysis offers methodological resources not currently included in COS frameworks. Engagement with COS infrastructure should be approached with critical consideration, incorporating reflection on both its potential risks and benefits, as well as its alignment with the principles and practices of the field of behavior analysis. Risks of engagement, including the potential marginalization of idiographic measurement and inductive experiment techniques, are identified and mitigations proposed.

ABSTRACT Hierarchical classification responding (HCR) describes a collection of responses that require discrimination of logical relationships between stimuli based on their position in a categorical hierarchy. This study established HCR for a new hierarchy in young children through discrete trial instruction. Participants selected pictures corresponding to different hierarchical levels of categorization. We tested for the emergence of naming that matched the level of hierarchy presented, transformation of function, and class inclusion responding for the trained and novel stimuli. Correct responding to the target hierarchy was established and resulted in the emergence of class naming and transformation of function without direct instruction. Class inclusion responding emerged without instruction for some participants. Class inclusion responding was established by direct instruction where needed. The potential utility of teaching HCR to enhance individuals' learning efficiency is discussed.

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Abstract We generated analogies based on observed spatiotemporal relations. In Experiment 1, six adults observed arbitrary stimuli in a spatiotemporal sequence (A1 followed by A2, A3, A4, A5 and then A1). Then they were taught to select the first stimulus following the sample in the presence of one contextual cue X (e.g., given A2, select A3) and to select the stimulus immediately preceding that stimulus in the presence of another contextual cue Y (e.g., given A2, select A1). Finally, they received a conditional discrimination (CD) probe with three‐stimuli samples (3‐SS‐CD) in which the sequential relation between the first two stimuli set the occasion for selecting a comparison with the same relation to the third stimulus (A2A3 A1, select A2). Most participants demonstrated emergence. In Experiment 2, the procedure included a second set of B stimuli and a CD probe with A and B stimuli (i.e., A4, A5, B2, as sample and Bs as comparisons). All eight participants demonstrated emergence. Participants also observed new sequences with novel stimuli, without X or Y, and demonstrated emergence of the 3‐SS‐CD. The results demonstrated a type of analogical responding close to that observed in traditional analogy tasks and found basic learning processes involved in it.

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ABSTRACT Social skills are important for the academic success and emotional well‐being of children and adolescents with autism spectrum disorder (ASD). The context of gameplay is not only potentially enjoyable for this population, but it has also been used to teach autistic children and adolescents social skills. Behavioral skill training (BST) and in situ training (IST) have also been found effective in teaching social skills to individuals with ASD. Therefore, the purpose of this study was to evaluate the effectiveness of BST and IST in teaching social skills to children and adolescents using a game format and assess whether these results generalized to gameplay outside of training sessions and with other game partners. This study included 3 adolescents and recorded their game‐related social skill performance during in situ assessments in baseline, BST, in IST, generalization, and maintenance probes. Behavioral skill training was moderately effective in increasing game‐related social skills. In situ training was effective in increasing game‐related social skills to criterion both with researchers and novel game partners.

ABSTRACT Childhood food allergies are prevalent in the United States and are considered a public health issue. Behavioral skills training (BST) and in situ training (IST) have commonly been used to teach children to engage in a variety of safety skills. One study evaluated the efficacy of BST and IST to teach typically developing children to identify and avoid food allergens by reading food labels. Similar research to teach children to avoid eating food allergens by asking an adult if their food is safe to eat has not been conducted. Therefore, the purpose of this study was to evaluate the effectiveness of BST, and IST if necessary, to teach safety skills to children to avoid food allergens. The target behavior was to refuse the food, leave, and ask a parent if the food was safe when presented with an unknown food item. The results showed that BST was effective in teaching two of the participants the safety response, while one participant required BST and IST to engage in the complete safety response. These results suggest that BST alone can be effective in teaching safety skills to children, although IST may be needed for some children to learn safety skills.

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Abstract Historically, research and practice in applied behavior analysis (ABA) are conducted separately from one another. This separation creates a disconnect between researchers and practitioners that is known as the research-to-practice gap. The purpose of this preliminary study was to evaluate whether a six-week group supervision curriculum for 10 ABA practitioners working in a university-based autism services setting increased their ability to (a) ethically design and conduct practice-based research and (b) disseminate their findings in peer-reviewed journals and professional presentations. A mixed-methods design was used, including pre- and post-self-reported assessments of research skills, content review of research products, tracking of dissemination outcomes, and social validity measures. Results indicated that participants showed noticeable gains from pre-assessment to post-assessment self-reported ratings and documented research activity in the three months following group supervision. Qualitative thematic analysis indicated increased clarity in participants’ descriptions of research capacity, applied impact, and mentorship, while time remained a notable barrier. Social validity ratings indicated that most participants were satisfied with the group supervision experience. Findings suggest that more advanced skills, including research literacy, experimental designs, data graphing and analysis, and manuscript writing, are likely to require additional instructional support beyond weekly group supervision. Given the preliminary nature of the study, the findings are discussed along with implications for practice and future research.