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O(a) fonoaudiólogo(a) é o profissional com capacitação para intervir nas dificuldades de comunicação humana. Um dos objetos de estudo da Fonoaudiologia é a linguagem, que é um tema de interesse em comum com analistas do comportamento envolvidos na prestação de serviços na área da Análise do Comportamento Aplicada. O conhecimento envolvido tanto na atuação dos(as) fonoaudiólogos(as), quanto dos analistas do comportamento é convergente na busca de práticas baseadas em evidências para soluções de problemas socialmente relevantes de indivíduos diagnosticados com Transtorno do Espectro Autista. Considerando isso, esta revisão buscou sistematizar o que pesquisadores da área da fonoaudiologia produziram entre os anos de 2010 e 2020, quanto ao uso de estratégias comportamentais para ensino de repertório verbal a indivíduos dentro do espectro autista. Foi utilizada a metodologia PRISMA para buscas nas bases de dados. Os resultados mostraram que a maioria das pesquisas se concentrou em aquisição e/ou ampliação de repertório verbal a partir de modelos de ensino incidentais e instrução sistemática para uso de comunicação suplementar e/ou alternativa.

Os objetivos deste estudo foram avaliar as dimensões dos trabalhos sobre naming e examinar as tarefas empregadas na Instrução com Múltiplos Exemplares (MEI) que propiciaram condições para a emergência do comportamento de falante em crianças com até 60 meses de idade. Para isso, foi realizada uma revisão sistemática conduzida de acordo com os requisitos do checklist PRISMA. As buscas foram feitas nas bases de dados EBSCO, ERIC, PubMED, SCOPUS, PEPSIC, LILACS, SciELO e Web of Science, sem recorte no período de publicação. Os descritores usados foram “Instrução com Múltiplos Exemplares” e “Multiple Exemplar Instruction”. As buscas resultaram na recuperação de um total de 88 estudos. Como resultado de critério de seleção, cinco artigos foram analisados na integra. Em quatro estudos os participantes apresentaram comportamento de nomeação. Em relação aos procedimentose resultados, a média de blocos necessários de ensino estruturado em MEI foi diferente para cada estudo. Os resultados sugerem que uma variável que influenciou os resultados foi o ensino programado antes da exposição ao ensino estruturado em MEI.

The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effectiveness demonstrated across grade levels and types of disruptive behavior. Teachers report that the CBGG is an easy classroom management strategy to implement. Although several studies have been published demonstrating its utility, less research has examined how variations in the contingencies employed impact outcomes. In the current study, the CBGG was implemented across three classrooms in an effort to replicate previous findings. As well, the magnitude of reward/reinforcement was manipulated to determine whether this parameter affected intervention efficacy. Results of the study demonstrated appropriate classroom behavior increased across three elementary classrooms. The impact of magnitude of reward/reinforcement was idiosyncratic across the three classrooms, with no uniform impact of magnitude on intervention outcomes. Reasons why magnitude of reinforcement may not have impacted the efficacy of the CBGG are discussed.

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AbstractSleep‐related infant deaths are one of the top causes of infant mortality in the United States. A few behavior analytic studies have examined behavioral skills training to teach adults to arrange safe infant sleeping environments. These studies were conducted in an analogue environment, and no data were collected outside the training setting. The purpose of the current study was to replicate and extend the extant literature. We taught caregivers to arrange safe infant sleeping environments in a community‐based organization. Thereafter, we assessed the feasibility and effectiveness of a technology‐based contingency management procedure to examine caregivers' adherence with arrangement of a safe sleeping environment for their newborns across a 2‐week period. As in previous studies, behavioral skills training resulted in positive outcomes, and follow‐up data suggested that the technology‐based contingency management procedure may be a promising approach to promoting adherence with infant sleeping environment recommendations.

AbstractThe Reinforcer Assessment for Individuals with Severe Disabilities (RAISD) and multiple‐stimulus without replacement preference assessment (MSWO) are evidence‐based tools used to determine preferences indirectly through interview and observation of choice making, respectively. Often, the RAISD is used to inform the stimulus array of the MSWO. However, reports frequently vary between informants. This can lead to discrepant identification of putative reinforcers and therefore has the potential for weaker or ineffective reinforcement‐based treatments. The purpose of this study was to compare RAISD and MSWO outcomes across informants (adolescent, caregiver, and teacher) and evaluate the convergent validity between the two measures. The results indicated that across participants, RAISD and MSWO results rarely produced convergent validity. Implications for practitioners and researchers are discussed.

AbstractFunctional communication training (FCT) in the treatment of escape‐maintained problem behavior for children with disabilities often includes extinction for problem behavior, which is difficult for educators to implement in classroom settings. This study evaluated the effects of FCT with concurrent schedules, as an alternative to extinction, for two children with disabilities and multiply maintained problem behavior including escape functions. FCT with concurrent schedules reduced problem behavior for one participant and increased mands for both participants. The mixed effects across participants and behaviors may inform boundary conditions for FCT with concurrent schedules.

AbstractResearch shows that behavioral skills training (BST) and in situ training (IST) are effective interventions for teaching safety skills to children. In addition, the efficiency of these interventions can be increased when parents, teachers, or peers are taught to implement them. The purpose of this study was to replicate Novotny et al. (2020) and evaluate a web‐based program for teaching parents to conduct BST to teach safety skills to prevent gunplay. We randomly assigned 18 children to the parent‐conducted BST group or a control group and evaluated the intervention in a posttest only control group design. Children in the control group or treatment group who did not score a three in the in situ assessment (do not touch, get away, and tell an adult) received IST from their parents and were assessed again. Results showed that safety skill scores were statistically significantly higher in the treatment group than in the control group. Furthermore, there was a statistically significant increase in safety skills scores following IST for children who received it.