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Abstract Several nations have faced a resurgence of fascist cultural practices since the beginning of the 21st century. The fact that these practices are not as widespread as they once were during the fascist regimes of the 20th century may lead to fascism not being recognized as a current threat to societies. We discuss these cultural practices using concepts from culturo-behavior science (CBS). We propose that they can be interpreted as macrobehaviors and culturants that societies need to deal with to make democratic political systems resilient. On the basis of the literature on fascism and recent events in Brazil, we list some of these cultural practices, discuss their occurrence and transmission, and suggest some possible variables that might prevent these practices from continuing to spread.

Com a incorporação das tecnologias no tecido social, percebe-se mudanças nos comportamentos e estilo de vida das pessoas. As redes sociais tornaram-se forças genera­lizadas, contexto em que emergiu o Fear of Missing Out (FOMO), um medo de perder um determinado evento. Cabe, diante dessa problemática, refletir sobre as relações digitais. Realizou-se uma Scoping Review através das bases SciELO, MEDLINE e LILACS e obteve­-se uma amostra final de dez pesquisas. Buscou-se investigar o FOMO a partir da Psicologia Comportamental, com foco na Terapia de Aceitação e Compromisso. Também buscou-se discutir aspectos socioculturais do fenômeno e determinar sua relação com a autoestima e dependência. Uma cultura coletivista contribui para níveis maiores de FOMO e para facilitar o uso problemático. Níveis mais altos de FOMO surgem com níveis mais baixos de autoestima e tanto a autoestima como o FOMO mostraram uma influência significativa no tempo gasto online. Os dados sustentam que respostas digitais de monitoração são co-mantidas por SR+ (aprovação/novidade) e SR- (alívio de exclusão), esclarecendo a persistência do padrão. O FOMO expressa-se como fusão cognitiva e esquiva experiencial e incorre na perda de uma vida significativa. Por fim, este estudo refletiu sobre a necessidade de um uso mais consciente da tecnologia.

ABSTRACT This study evaluated a foreign‐language teaching procedure, derived from Skinner's verbal behavior framework within a logographic linguistic community. The primary goal was to test whether a one‐step Chinese‐to‐English (C–E) intraverbal training procedure could produce untaught English tacts, listener responses, and English‐to‐Chinese (E–C) intraverbals. Participants included twelve Chinese‐speaking children (six neurotypical, six neurodivergent). A multiple‐baseline design across two stimulus sets was employed. The simplified C–E intraverbal procedure resulted in robust and rapid acquisition for all participants and led to the reliable emergence of the untaught verbal operants. Furthermore, acquired skills maintained at a 4‐week follow‐up, and social validity ratings from teachers and parents were high. The findings strongly support the broad applicability of verbal‐behavior‐based foreign‐language instruction across diverse learners and different veral communities, including non‐alphabetic, logographic languages.

El comportamiento inteligente ha sido descrito como conducta efectiva y variada bajo situaciones novedosas. En el presente estudio pre-experimental de tipo A-BA-C se realizó una intervención mediante el programa Kantor, el cual fue diseñado de acuerdo con los principios de la teoría interconductual kantoriana. El estudio tuvo dos objetivos: (1) conocer los efectos de la aplicación del programa Kantor en el porcentaje de aciertos en la lectura de Palabras con Accidentes en la Lectura (PAL) y, (2) evaluar el porcentaje de aciertos en la lectura de PAL de los integrantes de la muestra en una situación novedosa, posterior a la aplicación del programa, con el fin de corroborar la formación de comportamiento inteligente. Participaron 2 niños y 2 niñas con edades entre los 9 y 10 años (n = 4) los cuales presentaban rezago en la lectura a quienes se les aplicó el programa en un lapso de 6 meses y posteriormente se sometieron a una situación novedosa: una prueba de transferencia extramodal y extrainstancial con palabras y tipografías no entrenadas durante el programa. Se observó un incremento en el porcentaje de aciertos en lectura de PAL entre la preprueba y la posprueba en los 4 participantes, así como un porcentaje de aciertos en lectura de PAL similar entre la posprueba y la prueba de transferencia en 3 de los 4 participantes los cuales pudieron desempeñarse de manera inteligente respecto de la lectura.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Abstract Functional analyses are important in developing function-based interventions. Although functional analyses often result in clear outcomes identifying one or more variables maintaining challenging behavior, they sometimes produce unclear or inconclusive outcomes due to the relevant antecedent and/or consequence events not being programmed. The objective of the current study was to conduct a retrospective consecutive case series to analyze the prevalence of clinical cases in which clinicians found challenging behavior was maintained by one or more idiosyncratic variables. For the 24 cases included in this review, we present a quantitative analysis of the functional analysis modifications made to identify the idiosyncratic variable(s), prevalence of idiosyncratic outcomes, and population demographics (e.g., age, diagnoses, vocal language level). The reinforcer maintaining challenging behavior was most frequently found in the mand compliance and interruption test conditions. In addition, we observed some differences in the vocal language level of the individuals across idiosyncratic FA outcomes.

Abstract To date, only one behavior analytic study has systematically examined the use of functional analysis to assess arranging and ordering, which is a form of higher level restricted and repetitive behavior (Rodriguez et al., 2012). The researchers found that arranging and ordering was automatically maintained and developed efficacious interventions that involved some form of prompting and response disruption. The current study applied the Hagopian et al. (2020) treatment model (i.e., augmented competing stimulus assessments) for automatically maintained self‐injury to higher level repetitive behavior. A variety of pretreatment assessments including preference assessments, functional analyses, process‐versus‐product analyses, and augmented competing stimulus assessments were conducted to inform treatment. Following treatment, generalization probes were conducted. For all four participants, efficacious treatments were identified that consisted of providing competing stimuli identified via the augmented competing stimulus assessment.