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Behavioral parent training (BPT) is an empirically supported approach for addressing the behavioral concerns of autistic children. However, many families face barriers to accessing BPT. Adapting BPT via telehealth technology may improve access for families, especially those living in rural regions. This study aims to evaluate the implementation of a Research Units in Behavioral Intervention (RUBI), a BPT program for autistic children, via telehealth to families living in the Appalachian region of the United States. We employed a mixed-methods approach to examine the feasibility and potential efficacy of implementing the Research Units in Behavioral Intervention Autism Network parent training via telehealth (RUBI-T) with seven rural parent-child dyads. RUBI-T was found to be feasible and satisfactory to parents and community providers. RUBI-T also shows promise for reducing children’s disruptive behavior, improving children’s adaptive skills, and reducing parent stress, although a more thorough evaluation of its efficacy is warranted. The limitations and implications of the results are discussed.

AbstractBehavioral contrast is defined as a change in reinforcement conditions in one context that causes a change in behavior in the opposite direction in another, unchanged context. Although behavioral contrast has implications for applied behavior analysts, researchers have not examined ramifications or identified common methods of mitigating contrast in applied settings. Therefore, we surveyed Board Certified Behavior Analysts in an exploratory investigation to determine practitioner experiences with behavioral contrast. Participants' responses reflected a variety of themes: contrast resulted in conversations with stakeholders; supporting stakeholders and mitigating factors are important; contrast is due to inconsistencies across settings; and contrast affects stakeholder buy‐in, hurts rapport or relationships, and produces negative emotions. Our results suggest that contrast is not an innocuous occurrence in applied settings. We recommend a variety of areas for future research to further predict and control contrast and to identify the extent to which it affects clinical practice.

AbstractOpioid overdose and opioid use disorder continue to be significant public health challenges despite the availability of effective medications and significant efforts at all levels of society. The emergence of highly potent and efficacious opioids such as fentanyl and its derivatives over the last decade has only exacerbated what was already a substantial problem. Behavioral pharmacology research has proven invaluable for understanding the effects of drugs as well as developing and evaluating pharmacotherapies for disorders involving the central nervous system, including substance abuse disorders. This paper describes a program of research characterizing a potent, selective, and long‐lasting mu opioid receptor antagonist, methocinnamox, and evaluating its potential for treating opioid overdose and opioid use disorder. Studies in rodents and nonhuman primates demonstrate that methocinnamox prevents and reverses opioid‐induced ventilatory depression and selectively blocks opioid self‐administration. This work, taken together with rigorous in vitro and ex vivo studies investigating methocinnamox neuropharmacology, lays a solid foundation for the therapeutic utility of this potentially life‐saving medication. Moreover, these studies demonstrate how rigorous behavioral pharmacological studies can be integrated in a broader drug discovery and development research program.

AbstractPrader–Willi Syndrome (PWS) is a rare neurogenetic disorder that presents with a variety of behaviors that could be considered challenging by caregivers, including excessive food consumption and volatile tantrums. Although these behavior challenges can be dangerous and interfere with successful daily living, previous research suggests that caregivers have trouble accessing effective interventions. Twenty‐seven caregivers of individuals with PWS completed a survey to assess their needs and wants for services addressing behavioral challenges related to PWS. The survey was classified into four sections: prevalence of behavioral concerns, current access or barriers to accessing behavioral supports, familiarity with applied behavior analysis (ABA), and specific needs when accessing behavioral services. Data were analyzed using descriptive statistics. Although caregivers reported struggling with behaviors, such as tantrums, repetitive behaviors, and rigidity, many identified barriers to accessing treatment, including difficulty in finding services or practitioners familiar with PWS. Applied behavior analysis shows potential for addressing many of the behavioral challenges associated with PWS reported by caregivers. As caregivers of PWS continue to advocate for ABA‐based therapy for the individuals they support, practitioners need to take into account the needs and wants of PWS caregivers and specific behavioral needs of individuals with PWS.

AbstractMany Australian students fail to meet an acceptable standard of reading proficiency. This can negatively impact their academic progress, social, and emotional well-being, and increase their risk of developing challenging behaviors. These risks and challenges have been found to compound over the lifetime of the learner. Unfortunately, the proportion of Australian students who fail to meet reading proficiency standards increases as they move through their years of schooling, and reading difficulties disproportionately affect historically marginalized groups. This has raised concerns about the effectiveness of instructional approaches used within the Australian education system, particularly in reading, and prompted discussions of reform. The purpose of this review paper was to examine the contributions of the science of reading and science of behavior to our collective knowledge regarding reading development and effective reading instruction, and how this knowledge is currently being used in the Australian context. We provide a discussion on the current state of reading instruction and achievement in Australia by considering national trends, inequities, and systemic challenges. Implications and recommendations to address inequities in reading outcomes, using both the science of reading and science of behavior, are discussed.

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AbstractThe second edition of Applied Behavior Analysis Advanced Guidebook: A Manual for Professional Practice (Luiselli, 2023) covers 17 chapters on topics that are relevant to applied behavior analysis practitioners. In this review, we discuss the purpose and intended audience of the Guidebook, briefly summarize the contents of the Guidebook, and critically evaluate the contents with respect to breadth and depth, audience fit, organization, and cohesion. In addition, we discuss emerging areas that are highlighted in the Guidebook (i.e., technology and telehealth, diversity and multiculturism, and practice‐oriented research).

AbstractThe Fair Labor Standards Act suggests that short rest periods of 5–20 min may improve employee productivity, but there is limited experimental research on the topic. The current study compared productivity when breaks were not required (i.e., control session) compared with when breaks were programmed by the experimenter (i.e., experimental session). Sixteen undergraduate students completed two 2‐hr sessions of a simulated check‐processing task. Half of the participants were randomly assigned to receive the experimental session (5‐min breaks every 20 min) first with the control session second, and the other half received the control first and the experimental session second. The results showed that 75% of participants completed more checks during the experimental session than during the control session and the difference was statistically significant. Most participants took more unprogrammed break time during control sessions compared with experimental sessions. Implications for future research and the value of work breaks are discussed.

Se plantea la ambivalencia lógica del concepto de ajuste funcional en el modelo de campo de la conducta psicológica debido a sus antecedentes en las tradiciones lógicas del reflejo y de la doctrina de la evolución. Se propone su reemplazo por el concepto de actualización de contingencias funcionales.