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AbstractDifferential reinforcement of other behavior (DRO) is commonly used to reduce behavioral excesses. Momentary DRO schedules involve delivery of reinforcement contingent upon the absence of the target behavior at a given moment. Two variations of momentary DRO exist: fixed‐momentary (FM) DRO and variable‐momentary (VM) DRO. In the current study, we directly compared FM‐DRO and VM‐DRO schedules to reduce challenging behavior maintained by automatic reinforcement exhibited by four children with autism spectrum disorder. The results suggest that both the DRO schedules were equally effective to reduce challenging behavior. A social validity measure showed that most caregivers rated the VM‐DRO as a preferred schedule and noted the potential for FM‐DRO schedule to become more discriminable over time, which could reduce its effectiveness. However, most caregivers also commented that the FM‐DRO schedule was easier to implement.

AbstractEquivalence‐based instruction (EBI) is an efficient method that has been used to teach various skills, including content in college courses. This study extended the literature on EBI in higher education by teaching 13 graduate students to identify features of functional analysis conditions and variations. Equivalence‐based instruction methods were implemented using Canvas, an online learning management system. Participants completed pretests, experienced EBI individually and in small groups, and completed a posttest, all using the quiz feature in Canvas. The EBI modules increased students' posttest scores relative to pretest scores by 36%, on average, and there was a slight increase in correct responding in the group relative to the individual teaching condition. Furthermore, responses to social‐validity surveys indicated that EBI was acceptable to most students; however, students' preferences for group and individual EBI varied.

AbstractDogs may be relinquished to shelters and are unlikely to be adopted if they engage in problem behavior. A successful way to eliminate problem behavior is through training techniques based on behavioral principles. Obedience training with the use of positive reinforcement has been successful in treating problematic behavior by dogs. In order for this method to work, it is essential that the stimuli selected function as reinforcers. Preference assessments can be used to identify these potential reinforcers. A preference assessment is a systematic method used to identify stimuli that may serve as possible reinforcers by yielding preference hierarchies. Although preference and reinforcer assessments have been successfully used with humans, research with nonhuman animals is limited. Therefore, the purpose of the study was to compare the efficacy and efficiency of paired‐stimulus preference assessment with a multiple‐stimulus preference assessment. The results suggested that the results of both preference assessments corresponded with reinforcer assessments but that the paired‐stimulus method was the most efficient.

AbstractSynchronous schedules of reinforcement are those in which the onset and offset of a reinforcer are synchronized with the onset and offset of a target behavior. The current study replicated and extended Diaz de Villegas et al. (2020) by comparing synchronous reinforcement to noncontingent stimulus delivery while evaluating on‐task behavior of school‐age children. A concurrent‐chains preference assessment was then used to determine the preferred schedule. Results indicated that the synchronous schedule was more effective than the continuous, noncontingent delivery of the stimulus at increasing on‐task behavior but that the children preferred noncontingent delivery. Additionally, the use of synchronous and noncontingent delivery did not alter the children's preference for the task.

Trata-se do artigo inaugural do The Journal of Educational Psychology, escrito pelo seu fundador. Um periódico dos mais importantes na área, publicado regularmente até os dias de hoje, cujo primeiro número veio a público em 1910. A Psicologia era uma ciência ainda muito jovem, com pouco mais de 30 anos. Não obstante, E. L. Thorndike – um dos principais precursores do Behaviorismo – apresenta ideias avançadas e frutíferas sobre ela e, particularmente, sobre sua relação com a Educação. A propósito, o autor se destaca pelo seu trânsito entre a pesquisa experimental e a aplicação do conhecimento assim produzido a questões de natureza pedagógica. Essencialmente, sua proposta é pelo emprego do método científico como meio para a definição e o alcance efetivo dos objetivos da Educação. Mas não só o trabalho do psicólogo é entendido como fundamental para a teoria e a prática educacionais, como o trabalho do educador o é para a Psicologia, sendo a escola um grande laboratório. Essa visão fluida e dinâmica, não estanque ou compartimentada, também orienta a compreensão de Thorndike sobre a relação entre o corporal e o espiritual, o inato e o aprendido. Métodos de ensino deveriam ter sua eficácia definida por meio da metodologia científica, com controle rigoroso de variáveis. Instrumentos de mensuração deveriam ser empregados para se avaliar o alcance de metas educacionais. Finalmente, embora o texto seja fruto de sua própria época, ele apresenta uma visão lúcida de futuro, com pontos atuais e outros talvez ainda a serem alcançados.Palavras-chave: Psicologia, Educação, Edward L. Thorndike. Nota: Artigo originalmente publicado em inglês como: Thorndike, E. L. (1910) The Contribution of Psychology to Education. The Journal of Educational Psychology, 1, 5-12. Traduzido por Paulo Sérgio Teixeira do Prado.

AbstractThe researchers designed a delayed intervention start randomized controlled trial to compare improvements in functional communication following augmentative and alternative communication (AAC) interventions. The study compared outcomes from function‐based applied behavior analytic (ABA) and eclectic non‐ABA forms of classroom‐based communication strategies (waitlist control) as well as from high‐ and low‐tech forms of AAC. High‐tech AAC consisted of tablet‐based communication, and low‐tech AAC used an exchange of picture cards. The community‐based sample consisted of 29 autistic children with a co‐occurring intellectual disability. Participants were randomized to groups (AAC, waitlist control), and each group received approximately 3 months of communication intervention. Multilevel modeling of learner outcomes indicated that the function‐based approach produced greater improvements than the eclectic alternative, but significant differences were not observed between outcomes of high‐ and low‐tech forms of function‐based AAC. These results are consistent with earlier investigations and provide supporting evidence that both high‐ and low‐tech forms of function‐based intervention are effective for use with autistic children with accompanying intellectual disability. Additional discussion is provided regarding further research into how technology is applied and incorporated into behavior analytic programming.

AbstractFew reviews on procedural fidelity—the degree to which procedures are implemented as designed—provide details to gauge the quality of fidelity reporting in behavior‐analytic research. This review focused on experiments in the Journal of Applied Behavior Analysis (2006–2021) with “integrity” or “fidelity” in the abstract or body. When fidelity data were collected, the coders characterized measurement details (e.g., description of calculation, report of single or multiple values, frequency of fidelity checks, checklist use). The researchers found increasing trends in describing the calculation(s), reporting multiple values, and stating the frequency of measurement. Few studies described using a checklist. Most studies reported fidelity as a percentage, with high obtained values (M = 97%). When not collecting fidelity data was stated as a limitation, authors were unlikely to provide a rationale for the omission. We discuss recommendations for reporting procedural fidelity to increase the quality of and transparency in behavior‐analytic research.

AbstractDialectical behavior therapy (DBT) can be considered the most effective treatment when attending to problem behaviors that define borderline personality disorder (BPD). This therapy employs chain analysis as the tool for accounting of contextual variables that maintain these behaviors. However, these detected variables are descriptive and temporal rather than strictly functional. That is, the role of contextual variables is analyzed regarding temporal relations with problem behavior but not in terms of contingency relations that allow showing their function. Thus, a functional approach to hypothesize these contingency relations between responses and the variables that control them was carried out. Behavior functional analysis was employed as a tool and functional hypotheses of the DSM‐5‐TR criteria for BPD were conducted. The conclusion is that the proposed approach can be combined with DBT chain analysis to elaborate more accurate functional hypotheses about cases displaying the behaviors defined in the diagnosis.

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AbstractDespite the health problems associated with a lack of physical activity, most adults in the U.S. do not meet recommended levels. One barrier often cited is lack of relevant skills, and a small number of studies have suggested that instructional forms of self‐talk may be an important aspect of skill acquisition in physical activity. The process of joint control may provide a conceptually accurate account of this type of intervention and suggest new applications. Five undergraduate students participated in this study and attended a group exercise class created for this purpose. Following baseline sessions, all participants completed joint control training on a novel exercise sequence and then returned to the group exercise setting. All participants showed a noticeable increase in the accuracy of their movements in the post‐training phase and demonstrated continued improvements in the generalization phase. Limitations of covert responses and the contrived setting are discussed.