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ABSTRACT Previous research has shown that behavioral skills training is effective for training caregivers to implement behavior‐analytic feeding interventions with high integrity. However, less is known about the generality of caregiver treatment integrity outside of the training context. Caregivers may experience challenges with generalizing their skills to the home as the training context (e.g., clinic) may not include stimuli necessary for caregiver skill generalization. Thus, the purpose of the current study was to evaluate caregiver integrity in the presence of mealtime barriers relevant to the home mealtime setting (e.g., eating while implementing treatment, attending to siblings during meals) and train caregivers to implement interventions with high integrity in the presence of these barriers. We trained three caregivers to implement behavior‐analytic feeding interventions in the absence and presence of caregiver‐identified mealtime barriers relevant to their home mealtime setting. Although treatment integrity decreased across caregivers in the presence of the mealtime barriers, all caregivers implemented interventions with high integrity with the mealtime barriers present by the end of the study. We discuss these results in terms of considerations for improving the generality of caregiver treatment integrity outside of the clinical setting.

El taller AWU: Gestión Infantil del Agua es una estrategia inspirada en la estructura de un taller de ciencia recreativa (TCR). Esta propuesta surge de una investigación sobre la comunicación visual y el diseño gráfico como vehículos para facilitar el aprendizaje y modificar la conducta. El objetivo es revalorizar las prácticas en torno al cuidado del agua en edades tempranas de nivel primaria a través de juegos que implican el uso de infografías, brindando una experiencia lúdico-práctica en un ambiente contextualizado, con énfasis en transformar la actitud e interés en el cuidado del agua. Se aplican los principios del Análisis Conductual Aplicado (ACA) y el Aprendizaje Basado en Juegos (ABJ). Se analizó la interacción de los niños con la dinámica de armado de infografía empleando las dimensiones de atención, participación, comprensión, actitudes y colaboración. Participaron 4 grupos de entre 18 y 24 niños, con edades de 6 y 9 años. Los resultados confirmaron que las estrategias lúdico-prácticas basadas en infografías y aprendizaje cooperativo contribuyen a la revalorización de las actitudes e intereses hacia el cuidado del agua en estudiantes de primaria. La experiencia lúdica ligada al diseño de una infografía plantea un reto divertido para los participantes que se vuelve significativo en su aprendizaje y se identifica en su cambio de actitud respecto a la administración del agua.

ABSTRACT Mucopolysaccharidosis type IIIA (MPS IIIA/Sanfilippo Syndrome), a rare lysosomal storage disorder, causes significant communication delays and regression in affected children. The majority of children lack or lose verbal communication by 6 years. Since no treatments or cure exist, professionals and researchers typically have concentrated on palliative care. The current paper provides a 10‐year longitudinal retrospective case study of teaching communication for a young girl with MPS IIIA across three phases (Phase 1 pre‐symptomatic, Phase 2 regression, and maintenance of Phase 2). Results showed the effectiveness of ABA methods for teaching communication. Even at 13 years‐old, the child showed higher rates of Augmentative and Alternative Communication (AAC) requests from Phases 1 and 2 and continued to use additional preferred requests across multiple preferred categories. This study suggests the need for additional research in expanding pre‐emptive and ongoing interventions to possibly increase and maintain skills that could lead to children with MPS IIIA's ability to continue to communicate across the diagnosis‐associated progressive skill regression.

Este estudo exploratório analisou a eficácia da Instrução por Múltiplos Exemplares (MEI) na leitura compartilhada de histórias em grupo, no ensino de respostas de seleção, tato impuro, categorização de tipo ouvinte e emergência de categorização intraverbal e simultânea, visando a promoção da Nomeação Bidirecional Comum (C-BiN) em crianças pré-escolares. Treze crianças, 3-4 anos, foram divididas em grupo experimental (GE - n=7) e controle (GC - n=6). O GE passou por duas sessões de leitura compartilhada com MEI, enquanto o GC participou de duas sessões de leitura compartilhada, sem MEI. Foi criada uma história para o estudo, apresentada para ambos os grupos. Os personagens e cenários forneciam contexto para a utilização de duas categorias de palavras, com três estímulos cada durante a narrativa. Cada uma das seis palavras-alvo foi apresentada três vezes. Para o GE foram feitas solicitações de diferentes operantes verbais visando à promoção da C-BiN ao longo da história, rotacionando a apresentação dos estímulos e a ordem de solicitação aos participantes. Crianças do grupo experimental apresentaram maior precisão nas respostas de categorização e apresentaram classes verbais não diretamente ensinadas, sugerindo emergência de repertórios relacionais. São discutidos os desafios procedimentais na adaptação da MEI para contexto naturalístico de ensino.

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Abstract Effect size measurements in single‐case experimental designs are essential for identifying evidence‐based practices; however, each effect size index has notable limitations. To address constraints of nonoverlap‐based indices, Aydin and Tanious (2022) introduced the performance‐criteria‐based effect size (PCES), which quantifies socially meaningful behavioral change. However, the original PCES for trend correction (PCES trend ) uses a basic split‐middle method. This study sought to enhance PCES trend measurements by incorporating five advanced linear trend‐fitting techniques. A total of 87 published graphs with therapeutic baseline trends were analyzed, comparing techniques using performance indicators such as mean absolute scaled error, coefficient of variation, and R 2 , along with visual judgments and ancillary outcomes (e.g., out‐of‐bounds forecasts and missing data imputation). Results revealed that ordinary least squares (OLS) provided the most accurate and reliable adjustments. Based on these findings, PCES calculations with OLS were incorporated into a user‐friendly Google Sheet tool to increase accessibility and facilitate applied use.

Abstract In organisms' natural environments, many events that function as motivating operations (MOs) operate concurrently and many reinforcers are available concurrently. Previous research has shown that (a) multiple MOs may interact to affect a single operant class of behavior reinforced by a single event, (b) a single MO may affect multiple operant classes of behavior reinforced by different events, and (c) consumption of/interaction with reinforcers can have motivating functions. This suggests that the effects of MOs and how these are described are contextual in that they depend on the circumstances under which they are assessed. The current study sought to extend understanding of context‐specific effects of MOs on the overall and within‐session patterns of operant responding of mice when sucrose pellets and water were concurrently available as reinforcers under four different MO conditions: food deprivation, food and water deprivation, water deprivation, and no deprivation. Results demonstrated interactions between MOs in terms of their effects on the overall and within‐session patterns of behavior reinforced by sucrose pellets and water, differential effects of MOs on responding for different reinforcers, and individual differences in the effects of MOs. More contextually oriented basic research on MOs may contribute to our understanding of their effects in real‐world circumstances.

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Study objective: To apply differential reinforcement of incompatible behavior (DRI) to increase the distance that a child walked, and a token economy …