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Este trabalho comenta as relações entre a epistemologia e a história da psicologia discutidas por José Antônio Damásio Abib. Primeiramente, mostra que a adoção de uma visão unitária da epistemologia leva o historiador da psicologia a uma aporia, pois, em de­corrência da falta de unidade do campo psicológico, não seria possível se fazer história de uma ciência que ainda não se unificou. Por outro lado, a adoção de uma visão pluralista da epistemologia leva a uma história da cultura psicológica capaz de acomodar e dar sentido ao fato de que os projetos de psicologia científica de Wundt e James possuíam diferenças muito significativas. Por fim, salienta-se que a epistemologia unificada tem um outro efeito indesejado, a saber, o de empobrecer o debate ao impedir que diferentes interpretações sejam mobilizadas na pesquisa.

AbstractResurgence is the increase in a previously reinforced and then extinguished target response due to changes in reinforcement conditions for an alternative response, including reductions in the rate or magnitude of reinforcement for the alternative response. Research with nonhumans suggests that reductions in both alternative‐reinforcer rate and magnitude produce resurgence, but the present study was the first to examine effects of downshifts in alternative‐reinforcer magnitude on humans' resurgence. Moreover, it was the first to evaluate whether the quantitative framework, resurgence as choice in context (RaC2), could account for those effects. Consistent with predictions of RaC2, resurgence of a target button press occurred with reductions in point gain for an alternative response, with greater reductions producing higher levels of resurgence. However, the model consistently underpredicted and then overpredicted resurgence during tests with low‐magnitude reinforcement and extinction. Systematic deviations in model predictions of alternative responding were also evident and consistent with previous fits of RaC2 to nonhuman data. Overall, our findings suggest that RaC2 could be a useful quantitative theoretical framework for understanding processes contributing to resurgence in humans, but further theoretical development is needed to account for the apparent divergent effects of extinction versus downshifts in reinforcer magnitude.

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Este artigo historiciza aspectos da recepção e circulação da Análise doComportamento no Brasil a partir da tradução do livro Science and Human Behavior (S&HB)em português brasileiro. Foram utilizadas como fontes textuais primárias biografias e autobiografiaspublicadas, trocas epistolares e entrevistas de personagens da referida história.Fontes secundárias também foram utilizadas. Nos Estados Unidos da América (EUA), umanação com longa tradição de psicologia experimental, o S&HB foi desenvolvido como recursodidático, mas ficou conhecido e disseminado principalmente por sua exposição abrangente deuma ciência do comportamento humano. No Brasil, sua apropriação por meio da tradução,que ocorreu na primeira metade da década de 1960, ainda que também tivesse um fim didático,foi importante para ajudar a consolidar a importância da fundamentação experimental deuma ciência do comportamento no contexto de criação da nova profissão de psicólogo que seconsolidava no país. S&HB foi um marco no desenvolvimento da Análise do Comportamentonos EUA e no Brasil, mas o processo de apropriação do livro no Brasil teve conformaçõespróprias no contexto do nosso país.

AbstractAugmenting competing stimulus assessments by embedding tactics to increase stimulus engagement and disrupt challenging behavior can improve outcomes of treatments for automatically maintained self‐injurious behavior, even for treatment‐resistant subtypes. This study replicated and extended research on augmented competing stimulus assessments by reporting outcomes for 16 consecutively encountered cases with automatically maintained self‐injurious behavior (19 total applications); six participants had treatment‐responsive Subtype 1 and 10 had treatment‐resistant Subtypes 2 or 3. Fewer high‐competition stimuli were identified for individuals with treatment‐resistant subtypes. When response‐promotion and disruption tactics were applied and withdrawn, outcomes improved for six of eight applications. At least one high‐competition stimulus was still effective when maintenance probes were conducted for a subset of participants. Ultimately, at least one high‐competition stimulus was identified for each participant. Although augmenting tactics may not be necessary for all individuals, these findings provide additional support for their efficacy with treatment‐resistant self‐injurious behavior.

AbstractResearch on preference and reinforcer assessments has historically focused on the evaluation of edible and leisure reinforcers, but the identification and use of individualized social reinforcers may be beneficial for several reasons. Recently, many studies have evaluated methods of assessing preference for social stimuli. The procedures and outcomes across these studies have varied greatly, and the current state of evidence for methods of assessing preference for social stimuli remains unclear. Thus, we conducted a review to synthesize all previous research in this area, evaluate the evidence for the utility of this general methodology, and identify factors that may influence its utility. Our results suggest that social preference assessments are likely to produce results that correspond with reinforcer assessment hierarchies. Preference assessment modality was one factor that influenced utility; video‐based preference assessments had greater correspondence with reinforcer assessments than did other modalities. Directions for future research and implications for the use of social preference assessments in research and practices are discussed.

AbstractThis review involved a systematic analysis of equivalence‐based instruction (EBI) that aimed to improve food‐size interventions in diverse populations. Systematic searches identified seven studies published since 2010 that met inclusion criteria. These studies were analyzed according to their participants, design, setting, content taught, training structures, training protocol, testing format, treatment integrity, and outcomes. Results showed EBI procedures for teaching food estimation skills have been mostly implemented with adults. The type of content taught in the identified studies included carbohydrate ranges, portion size with food and non‐food items, measuring cups and nutritional content of calories. Majority of included studies used one‐to‐many training structure and simultaneous protocols for teaching stimulus relations. Five studies completed a generalization probe and three studies reported treatment integrity data. Overall, all participants demonstrated skill acquisition of novel relations between food and portion measurement aides. Recommendations for future research and clinical applications of EBI in teaching food portion estimation are presented.

AbstractFor decades, Skinner's analysis of verbal behavior has been applied in a variety of contexts. One critically important topic in this area is the extent to which some verbal operants may be learned indirectly, as a result of learning other verbal operants. This phenomenon is often referred to as emergent verbal behavior, and is critical to our understanding of how language is learned in a generative fashion across the lifespan. Emergent intraverbal repertoires are especially important because responses under some degree of intraverbal control may constitute a majority of responses in a fully formed verbal repertoire. Recent literature reviews suggest that there are many published studies on emergent intraverbals, but that this body of literature is highly heterogeneous. To provide an overview of this literature and map out the various tactics used across studies, we conducted a scoping review. We identified 99 total experiments on emergent intraverbals contained in 79 total articles. Findings are summarized in terms of populations and independent variables studied, procedural variations, and recommendations for future research.

AbstractBoth caregiver training and the collection of social validity data are considered to be important and integral part of applied behavior analytic treatment for individuals with autism spectrum disorder. Previous reviewers have offered repeated calls for increased frequency of social validity data collection but recently, the increased understanding and focus on equitable and culturally responsive behavior analytic treatment have again highlighted the importance of social validity data collection. One recent review of behavior analytic treatments for children of culturally and linguistically diverse backgrounds conducted an in‐depth analysis of social validity data collection. The authors found generally vague descriptions of social validity provided as well as data collected primarily after a study was conducted. No previous caregiver training reviews have specifically evaluated socially validity data collection within the context of caregiver training nor have they evaluated cultural responsiveness of the treatments. The current scoping review evaluated general findings on caregiver training as well as expanded the scope of previous reviews by providing an analysis of social validity data collection in caregiver training and variables to consider when providing culturally responsive treatment.

The purpose of this study was to examine the characteristics of domestic and foreign studies that applied wraparound to school-aged students with special educational needs, and to explore the possibility of practicing wraparound in Korea by analyzing the degree of compliance with 10 principles of wraparound. A total of 14 documents were selected to conduct systematic literature analysis to achieve the purpose of this study. The results of analyzing 14 studies applying wraparound were as follows. First, wraparound was applied to school-aged students with emotional and behavioral disorder characteristics, and it showed positive effects on the study participants. Second, as a result of analyzing 14 papers selected based on the 10 principles suggested by NWI (2004), it was found that there were relatively many studies that met the 10 principles. Based on the results of literature analysis, this study made suggestions for further research along with discussion.