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AbstractThere are several considerations to address when conducting functional communication training for challenging behavior in a school setting, such as the need for schedule thinning and maintenance across staff and the need to establish a variety of appropriate classroom skills. There are several strategies for conducting schedule thinning following functional communication training and for transferring effects across people or settings. However, there are few examples of these processes in natural settings with relevant caregivers and with long‐term maintenance of effects. We implemented a functional assessment and skill‐based treatment process with six children with autism in a specialized school setting and extended treatment until challenging behavior was reduced to near‐zero levels across multiple staff and settings. Follow‐up data indicate that effects were still observed 1 year posttreatment and the use of crisis procedures (e.g., physical restraint) was eliminated for all participants.

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AbstractPerspective taking is a critical repertoire for navigating social relationships and consists of a variety of complex verbal skills, including socially adaptive forms of deception. Detecting and being able to use socially adaptive deception likely has many practical uses, including defending oneself against bullying, telling white lies to avoid hurting others’ feelings, keeping secrets and bluffing during games, and playing friendly tricks on others. Previous research has documented that some Autistic1 children have challenges identifying deception and playfully deceiving others (Reinecke et al., 1997). The current study employed a multiple baseline across participants design to evaluate the use of multiple exemplar training, rules, modeling, practice, and feedback for teaching four Autistic children and adolescents to use deception to play friendly tricks on others. The procedure was successful for all participants, and generalization was achieved across novel, untrained tricks.

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Dentre os procedimentos de ensino para diversos repertórios a pessoas com Transtorno do Espectro do Autismo (TEA), os que têm como base o ensino por matriz tem sido encontrado nas buscas sobre o tema. A principal vantagem do ensino por matriz refere-se à economia de ensino produzida pela recombinação de estímulos e emergência de novos repertórios. Portanto, este estudo teve como objetivo identificar estudos que avaliaram o ensino matricial com indivíduos com TEA a partir de 2017 até 2022, partindo dos critérios de uma revisão sistemática anterior. Foram selecionados, lidos e analisados para esta revisão sete artigos. Os resultados sugerem que o ensino por matriz é um procedimento eficiente e eficaz, utilizado principalmente para aumentar o repertório de comunicação e melhorar a interação social. Sugere-se que novas revisões sejam realizadas, ampliando os termos de busca, uma vez que o objetivo principal foi encontrar novos estudos compondo o estudo anterior.Palavras-Chave: Educação especial, matriz recombinativa, ensino por matriz, transtorno do espectro do autismo.

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AbstractThis note discusses the apparently unpublished correspondence between B. F. Skinner and the Belgian psychologist Albert Michotte, preceding Skinner's visit to the Thirteenth International Congress of Psychology in Stockholm in 1951. Skinner's letters, written in French, were intended to arrange a visit to Michotte's laboratory in Leuven (then called Louvain) in Belgium, which in the end never took place, although it seems highly likely that they met in Stockholm. There is no record of the topic of the conversations they may have had, although one possible speculation concerns discussions of causality, as both Skinner and Michotte had published work relating to this topic in the 1940s, Michotte's La Perception de la Causalité and Skinner's Superstition in the pigeon. The note also discusses the way in which Skinner's visit to the Thirteenth Congress influenced the development of the experimental analysis of behavior in both Europe and Japan.

O presente trabalho apresenta, na íntegra, a versão original do Memorial apresentado, pela Profa. Dra. Deisy das Graças de Souza, à Universidade Federal de São Carlos, para Concurso Público de Provas e Títulos para Professor Titular de Psicologia.