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ABSTRACT Assent is generally defined as an agreement to participate voluntarily and without coercion (Behavior Analyst Certification Board, 2020; Morris et al., 2024). Contemporary perspectives highlight its role in promoting client dignity, self‐determination, and ethical practice within behavior analysis (Gover et al., 2023; Morris et al., 2021). The purpose of the current study was to evaluate a training protocol designed to build Board Certified Behavior Analysts (BCBAs) competencies in recognizing and responding to assent withdrawal when working with autistic individuals in a clinical environment. Participants' baseline competencies in identifying assent withdrawal were initially assessed, then delivered targeted training using instruction, modeling, and performance feedback to address skill gaps. Results indicated that all participants acquired and maintained competencies in identifying assent withdrawal, modifying interventions accordingly, and embedding assent checks. The findings suggest the integration of structured training steps such as operationally defining assent withdrawal behaviors, embedding ongoing assent checks, and using systematic data decision‐making flowcharts into BCBA supervision was successful in ensuring assent‐based competencies were utilized.

Abstract Workers frequently engage in nonneutral body postures that increase their risk of developing musculoskeletal disorders. The purpose of this study was to extend previous research by evaluating whether the provision of information plus artificial intelligence (AI)‐enhanced video feedback could improve manufacturing workers' postural behavior. Four metal manufacturing workers participated in this study. This study's dependent variable was the percentage of time a participant's target body part spent in low‐risk, medium‐risk, and high‐risk ergonomic positions. This study used a nonconcurrent multiple‐baseline design across three participants and a nonconcurrent multiple‐baseline design across two target responses with one participant. The results showed that three out of four participants' postural behavior improved following the provision of information plus AI‐enhanced video feedback. Additionally, an occupational therapist independently evaluated participants' postural behavior before and following the intervention using a validated ergonomic assessment. The occupational therapist's independent ergonomic evaluations corroborated that participants' postural behavior improved.

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Resumo não informado pela fonte indexada.

Abstract Novice teachers comprise nearly 10% of the teaching workforce yet often are underprepared to meet the behavioral needs of students in their classrooms. While substantial research has identified practices that foster positive outcomes for students and teachers, novice teacher implementation of such practices has been understudied. This study, a replication of prior investigations, evaluated the effects of CW-FIT MS when implemented by two novice teachers each with less than three years experience teaching. Two single-case withdrawal research designs were used to evaluate changes to academically engaged behavior of consenting students. Teacher and student perceptions of social validity were also measured. While improvement to student behavior was observed, student and teacher perceptions of the intervention were less favorable, particularly related to usability, than prior studies of CW-FIT MS. Practical implications and future directions of inquiry are presented.

Abstract This study investigated the influence of autoclitics denoting sameness and opposition on class formation through intraverbal naming, building on the bidirectional naming theory. Four undergraduate participants were exposed to an experimental procedure involving tact training, intraverbal training, and matching-to-sample (MTS) posttests. First, participants were taught to tact all stimuli vocally. Then, stimuli were divided into two sets, and intraverbals were established through spoken words with different autoclitics for each set. The intraverbal included “equal to” (sameness) for Set 1 and “opposite to” (opposition) for Set 2. Then, all emergent relations were tested through both an MTS and a vocal task. As a result, three out of four participants learned the target relations and demonstrated relational responding aligned with predictions, indicating that autoclitic functions played a role in stimulus class formation. One participant exhibited alternative patterns, likely influenced by distinct reinforcement histories regarding the relational autoclitics used. These findings expand on naming theory through the concept of autoclitics by linking autoclitics to the mechanisms underlying verbally mediated equivalence classes. We argue that the concept of autoclitics could enhance our understanding of emergent symbolic behavior.

Abstract As the field of applied behavior analysis (ABA) grows, there is a need for effective and high-quality fieldwork supervision to prepare a growing workforce. This paper proposes the use of evidence-based practice (EBP) as a decision-making framework in the training of behavior analysts, emphasizing its potential to enhance the skillsets of practitioners. EBP involves integrating the best available evidence, client values, and professional judgment to guide clinical decisions. While the use of EBP as a clinical decision-making framework has grown in other helping professions, its application in the field of ABA remains limited. This paper proposes competencies for EBP decision-making and presents strategies for embedding the EBP framework into supervisory practices in ways that align with current pre-service behavior analyst preparation content. Furthermore, we suggest directions for future research on EBP and behavior analytic supervision.

La conducta de evitación activa se ha definido como un comportamiento mediante el cual los organismos aprenden a evitar estímulos aversivos mediante una respuesta motora inicial. Tradicionalmente, esta conducta se ha estudiado mayoritariamente desde el punto de vista del condicionamiento instrumental como mecanismo central; pero ha recibido poca atención desde el condicionamiento pavloviano. En este contexto, el objetivo de este trabajo fue determinar si el condicionamiento pavloviano, por sí solo, puede generar respuestas de evitación activa. Para ello, se usó un diseño factorial simple con 21 ratones de la cepa BALB/c, divididos en grupo control, grupo instrumental y grupo pavloviano. Los datos fueron analizados mediante pruebas no paramétricas de comparación de grupos (Kruskal-Wallis), post hoc con la prueba de Dunn para diferencias específicas y correlación de Spearman entre frecuencia de evitación y latencia. Los resultados mostraron una diferencia estadísticamente significativa en los tres grupos (p < .05). Concretamente, el condicionamiento pavloviano sí desarrolló, aunque en menor grado, conductas de evitación, estas no difirieron estadísticamente del condicionamiento instrumental (z = ~1.37, p = 0.172, r = 0.57). Además, la frecuencia de evitación estuvo altamente correlacionada con la latencia de la misma r (19) = -0.91, p < .001. Estos hallazgos, contribuyen teóricamente a la comprensión de la conducta de evitación pavloviana y al desarrollo de nuevos procedimientos en el tratamiento de conductas asociadas a la evitación.

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ABSTRACT Video feedback is one type of video‐based intervention often used to teach individuals diagnosed with intellectual developmental disorders (IDD). Although prior reviews briefly mention video feedback, none have focused on the published studies that used this procedure to teach individuals with IDD and identify the strategies employed to facilitate and assess generalization. Therefore, the purpose of this review was to synthesize 21 empirical studies that met inclusion criteria to examine the authors' application of generalization strategies and summarize the methods used to assess participants' generalization and maintenance outcomes. Results indicate that most studies incorporated sufficient response and stimulus exemplars and combined self‐management strategies into video feedback sessions to promote clinically significant behavior change. The limitations of the current literature, along with suggestions for practitioners and future researchers, are discussed.