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ABSTRACT Researchers have found that behavioral skills training (BST) is often effective for teaching safety skills to children and adults with and without developmental disabilities. Nonetheless, BST often requires substantial time from trained behavior analysts to implement with fidelity. Trainee‐implemented BST may allow many children to access high‐quality safety skills training while not requiring the presence of a behavior analyst. A web‐based module may be a cost‐effective and easily accessible option for parents, teachers, or Registered Behavior Technicians to teach children these safety skills. The researchers used a nonconcurrent multiple baseline across participants design to evaluate the effectiveness of a web‐based training to teach behavior analysis students to implement BST to teach medication safety skills to children with developmental disabilities. The web‐based training increased treatment fidelity of one student up to at least 90% fidelity across three consecutive sessions, while two other participants required feedback to reach mastery criterion.

Abstract This study evaluated the effects of synchronous music reinforcement on walking speed in a laboratory‐based treadmill preparation. Thirty undergraduate students walked on a nonmotorized treadmill for a 15‐min session consisting of an initial continuous music component, three synchronous reinforcement components, and a final continuous music component. During the initial continuous music component (CM 1), participants received continuous access to self‐selected music, and their mean speed was used to set individualized criteria for the synchronous components. In the synchronous components, music was delivered contingent on maintaining a speed of 0.1, 0.2, and 0.3 m/s above CM 1, respectively. During the final component, music was provided continuously. Results showed that 23 of 30 participants (76.7%) demonstrated schedule control by maintaining walking speed above criterion for the majority of synchronous components. Heart rate increased across components in accordance with speed requirements, and ratings of perceived exertion indicated moderate physical effort. Notably, several participants who did not demonstrate schedule control showed increased walking speed during the final continuous music component. Overall, the findings indicate that synchronous reinforcement using participant‐selected music can produce stepwise increases in walking speed, supporting its potential as a socially significant and low‐cost strategy to promote aerobic physical activity.

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Abstract Bilingual individuals can acquire two languages simultaneously or sequentially. Study 1 examined the effects of simultaneous instruction (introducing tacts in both languages at the same time) and sequential instruction (introducing tacts in English, followed by a second language after mastery) with four children with autism. Both instructional procedures were effective, but simultaneous instruction promoted better conditional discriminations between the two languages than sequential instruction. Study 2 compared monolingual with bilingual (sequential) instruction with three participants. Teaching tacts in a single language was substantially more efficient than teaching tacts in two languages for all participants. As in Study 1, participants required additional simultaneous teaching after mastering sequentially taught targets to establish conditional discriminations, whereas monolingual instruction required no additional teaching. These results indicate that monolingual instruction is more efficient than sequential bilingual instruction, although sequential bilingual teaching can still be effective. The findings have important implications for designing bilingual instruction.

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Abstract Researchers have studied how the effort to obtain a reward affects its value and how effort discounting compares to other reinforcer characteristics (e.g., delay, social, probability). However, many everyday choices are likely influenced by how effort combines with other reinforcer characteristics, which have primarily been studied in isolation. In this experiment, we tested nine models describing how effort combines with probability to influence monetary discounting of $100 using an adjusting‐amount task. Overall, participants' ( N = 61) choices followed expected patterns: Steeper probability discounting was observed at higher effort levels, and steeper effort discounting was observed at lower probabilities. All nine effort‐probability models described group and individual data well. Using AICc, the general theory of discounting model best described most participants' data, with Rachlin's multiplicative hyperboloid model ranking second and a multiplicative combination of Rachlin's hyperboloid for probability and a power‐law for effort ranking third. In total, the results from model fitting indicate that probability and effort interact to influence choice. Existing models describe this interaction well, but future research will be needed to determine the conditions under which different models might be favored. These preliminary findings add effort‐probability interactions to the literature on the multiple control of choice.

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