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Abstract The aim of this study was to model a situation that induced choice between following two incompatible rules, each associated with a different rate of reinforcement. In Experiment 1, eight undergraduate students were exposed to a two-component multiple schedule (training). In each component, there was a concurrent variable interval (VI)–extinction (EXT) schedule. Participants were given two rules that instructed them to respond to the VI alternative in the presence of different discriminative stimuli. The side of the VI schedule changed in each component and offered a different reinforcer rate according to the discriminative stimuli in the operation. When both discriminative stimuli were concurrently presented (test), participants favored the alternative previously instructed by the rule, which was associated with the greatest reinforcer rate, whereas indifference was observed in the absence of discriminative stimuli. Experiment 2 tested the effects of reinforcement rate using the same procedure without providing rules. During training, participants gradually developed a preference for the VI alternatives. In the choice test phase, participants favored the alternative associated with the stimuli with the highest reinforcer rate when both discriminative stimuli were present. Unsystematic preference was observed in the absence of discriminative stimuli. Two alternative explanations were provided for the findings.

AbstractArranging assent opportunities is an increasingly common strategy for involving clients in therapeutic decisions within behavior analysis. Recent behavior‐analytic articles have helped create a basic behavioral definition and conceptualization of assent, but much more guidance is needed for practitioners and researchers interested in embedding assent into their practices. The purpose of this article is to advance the conceptualization and understanding of assent and assent practices by refining previous definitions and conceptualizations of assent and providing six essential considerations for embedding assent into practice. The six considerations consist of determining the applicability and feasibility of assent, assessing assent‐related skills, arranging assent procedures and teaching assent‐related skills, arranging fair choices, selecting opportunities to assess assent, and informally assessing assent. Following the discussion of the considerations for assent practices, we issue a call for specific topics of research on assent.

AbstractThere has been a substantial increase in the racial and ethnic diversity of the United States population in the past 10–12 years, with the second most prevalent racial or ethnic group being Hispanic or Latino (Jensen, 2021). As a result, it is crucial that behavior analysts are prepared to serve consumers from all backgrounds, including those who do not speak English fluently. One important component for service delivery for linguistically diverse consumers is the incorporation of an interpreter. Given that few peer-reviewed articles in behavior analysis have been published regarding working with interpreters, the current study evaluated the effectiveness of Behavioral Skills Training (Fleming et al., 1996 Journal of Organizational Behavior Management, 16(1), 3–25) to teach behavior analysis graduate students to work with an interpreter during behavior analytic service provision with Spanish-speaking families. The results of this study show that practitioners can be trained to work with an interpreter in a relatively short amount of time. However, training with an interpreter did not affect caregiver comprehension. The results of the satisfaction surveys suggest that the interpreters noted significant improvements in the practitioners’ responding following training, whereas the caregivers did not. The participants also completed satisfaction surveys following the study and indicated positive experiences with the training.

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Abstract Paraeducators are often tasked with supporting students with complex communication needs (CCN) without being well prepared to promote their communication. Previous studies have focused on training paraeducators to promote communication during non-instructional contexts for limited or unspecified communication types. We extend the literature by targeting the diversity of communication opportunities during academic instruction. We used a multiple-probe-across-participants design to test the effects of behavioral skills training to increase the number and variety of communication opportunities (i.e., mands, tacts, and intraverbals) provided by three paraeducators providing instruction for students on the autism spectrum with CCN. The training package resulted in improvements in communication opportunities across all paraeducator-learner dyads. This study serves as an example of one method to promote diverse communication opportunities for students with CCN during academic instruction.

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AbstractPresident Bill Clinton's Race Advisory Board (1998) discussed racism as being nearly invisible to Americans, and White Americans are often unaware of their role in perpetuating racism today. Microaggressions are a common type of racism that take the form of denigrating comments toward those of racial minority groups (Sue et al., 2007). While often unintentional or unconsciously used, microaggressions adversely affect today's society. The purpose of the current study was to evaluate a differential reinforcement with feedback intervention to facilitate discrimination between examples and non‐examples of microaggressions among healthcare workers employed by a tertiary hospital setting. We recruited 26 healthcare workers to complete three surveys via a Qualtrics survey. Baseline data showed moderately high, but variable, accuracy in discriminating examples and non‐examples of microaggressions. Following the reinforcement plus feedback intervention, participants' accurate discrimination between (non‐) examples of microaggressions increased. We will discuss these results in terms of using behavior‐analytic procedures to effectively teach what constitutes microaggressive acts that negatively impact people of color.