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O Treinamento de Comunicação Funcional (FCT) é um procedimento de reforçamento diferencial eficaz para mitigar comportamentos problemas em crianças diagnosticadas com Transtorno do Espectro Autista (TEA). O objetivo do FCT é a aquisição de habilidades de comunicação que são essenciais para viver. Desta forma, este estudo procurou contribuir para a literatura brasileira em Análise do Comportamento Aplicada (ABA), analisando os efeitos do FCT em relação aos comportamentos problema, com o intuito de adaptar culturalmente e generalizar essa intervenção para crianças com TEA no país. Quatro crianças, com idades variando de 3 a 11 anos, todas com diagnóstico de TEA, foram submetidas ao treino de FCT e esses dados foram analisados por meio de um delineamento de múltiplas linhas de base. Foram coletados dados referentes aos comportamentos problemas e aos padrões de comunicação antes e após o treinamento. Os resultados revelaram uma redução significativa nos comportamentos problemas e um aumento notável na comunicação funcional após a implementação do FCT, ou seja, isso ao longo das fases de linha de base, intervenção e, quando aplicável, manutenção. Portanto, esse estudo contribui para o avanço da literatura brasileira em ABA ao evidenciar a eficácia do FCT na redução de comportamentos problemas em crianças com TEA. Além disso, enfatiza a relevância de pesquisas futuras sobre o FCT no Brasil, visando sua adaptação cultural e sua generalização como uma intervenção eficaz com base em evidências em nosso país.

AbstractBehavior analysts typically assess and treat challenging behavior after it occurs regularly and at high severity. Although effective, this reactive approach is quite costly and resource intensive. A growing literature supports an alternative preventive approach; the first step involves conducting sensitivity tests to screen the topographies and functions of low‐severity behavior evoked by establishing operations commonly included in challenging behavior research (e.g., Fahmie et al., 2020). Despite the potential value of sensitivity tests, their correspondence with functional analyses has yet to be established. This study measured the correspondence between social reinforcer classes nominated by sensitivity tests and social reinforcer classes verified by traditional functional analysis outcomes of the same behaviors. Participants included 10 young autistic learners who were reported to exhibit low‐severity challenging behavior. Data showed generally high correspondence between both assessment outcomes for challenging behavior but not for appropriate requests.

AbstractA vast literature highlights the prevalence of impulsive decision making in maladaptive outcomes. Most research has focused on one form—delay discounting. Less research has focused on effort discounting, possibly because of a lack of a standardized task for assessment. In published effort‐discounting tasks, effort is conceptualized in many ways, making it difficult to compare findings across studies. Additionally, most effort‐discounting tasks do not control for the time inherent in completing the effortful task, which makes it difficult to disentangle effort discounting from delay discounting. The current study evaluated the validity of a novel hypothetical effort‐discounting task. The novel task was used to evaluate the influence of the effort‐delay confound on rates of effort discounting in humans. Participants were randomly assigned to complete a confounded or a controlled version of the novel effort‐discounting task. The effort‐discounting data were well described by hyperbolic and exponential functions. When effort and delay were confounded, effort‐discounting rates were significantly higher than when effort alone influenced discounting. The results suggest that data that are produced by effort‐discounting tasks that do not control the effort‐delay confound should be interpreted cautiously because they are also influenced by delay discounting. Task limitations and future directions are discussed.

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ABSTRACT Physical activity is associated with several health and non‐health‐related benefits for children with and without disabilities. Most children do not meet the Centers for Disease Control and Prevention's recommendation of at least 60 min of moderate‐to‐vigorous physical activity daily. Children with intellectual and developmental disabilities (IDD) are even less likely to meet these standards than their neurotypical peers. Thus, there is a need to identify ways to combat physical inactivity by identifying variables influencing physical activity in this population. The present study assessed the effects of activity contexts (Experiment 1) and social and nonsocial consequences (Experiment 2) on physical activity and problem behavior for children diagnosed with autism spectrum disorder (ASD) who exhibited problem behavior. In both experiments, we identified one or more conditions that effectively increased physical activity relative to a control. Additionally, little to no problem behavior was observed.

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Abstract Successive matching-to-sample (S-MTS) with a go/no-go response requirement has previously produced equivalence classes with nonverbal auditory stimuli among college students. When participants are required to talk aloud during posttests (protocol analysis), their verbal behavior tends to match their selection performance. However, in some cases, the protocol analysis seems to interfere with posttests, in that equivalence yields are lower when participants are required to talk aloud. Thus, the current study replicated and extended previous research by requiring participants to complete emergence posttests before introducing training for the protocol analysis. Subsequently, participants completed one additional block of the transitivity/equivalence posttest with the talk-aloud requirement. Additionally, participants completed tact and intraverbal tests following emergence posttests to further assess possible verbal-mediation strategies. The results showed that six of eight college students formed equivalence classes, suggesting that previous failures could have been influenced by the talk-aloud requirement. Further, there was a positive correlation between verbal and nonverbal (selection) responses suggesting the possibility that verbal mediation may have contributed to equivalence-class formation.

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