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AbstractThe paired stimulus preference assessment (PSPA) is commonly used in both research and practice. However, two iterations have been described: a single‐presentation arrangement in which each tested stimulus is paired with one another once and a double‐presentation arrangement in which each tested stimulus is paired twice with counterbalanced placement. Each arrangement may have different advantages; however, no direct comparison exists. Thus, the purpose of the current study was to conduct both PSPA iterations to determine whether there are differences in the results obtained and which iteration was most efficient regarding time to administer. Seven participants were included, and results demonstrated high degrees of correspondence across preference assessment formats. The average time to administer the single‐presentation PSPA (M =6.6 min) was almost half the time to administer a double‐presentation PSPA (M =12.9 min), and no significant differences were observed for problem behavior, side biases, or latency to stimulus selection.

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AbstractInterventions for multiply maintained problem behavior often involve developing separate treatment conditions to address each function. Although isolating treatment conditions lead to positive outcomes, developing individual treatments for each identified function may be time‐consuming. Alternatively, synthesizing treatment procedures may allow for more efficient treatment effects. We extended previous research by evaluating functional communication training (FCT) and chained schedules of reinforcement to treat multiply maintained problem behavior in children diagnosed with autism spectrum disorder. First, we conducted a functional analysis that concluded problem behavior was multiply maintained. Next, we taught functional communication responses (FCRs) and implemented a chained schedule of reinforcement. During the initial link, FCRs for a break resulted in the presentation of a choice menu with the other putative reinforcers in the terminal link. The relevant reinforcer was delivered contingent on the emission of subsequent FCRs. Finally, we systematically schedule thinned to caregiver‐informed terminal schedules for each participant. The results of our study demonstrated that FCT, in combination with a sequential compound schedule of reinforcement, effectively decreased multiply maintained problem behavior and increased appropriate alternative responses (FCRs and compliance) even at terminal schedules of reinforcement.

AbstractRapport, or the therapeutic relationship between a therapist and client, is essential for successful intervention. In behavior analytic interventions for autistic children, practitioners commonly use pairing to establish rapport. A limited body of research has evaluated how to train interventionists to pair with their child clients. Furthermore, fewer studies have examined the effects of pairing on client behavior. Therefore, we implemented behavioral skills training to teach interventionists pairing skills and assessed the effects of presession pairing on child interfering behavior using a concurrent multiple probe design (with replication). We implemented a pairing protocol before early intensive behavioral intervention sessions with four children (3–5 years old) on the autism spectrum. Interventionists mastered pairing skills during training sessions, which were generally maintained when working with child clients. When interventionists implemented presession pairing, child participants demonstrated fewer interfering behaviors. We discuss implications of our preliminary findings and future directions.

AbstractResponse‐independent schedules involve the delivery of an item independent of a response requirement. Often described in the applied behavior analytic literature as “noncontingent reinforcement,” they have also frequently been used to reduce undesired or problematic behaviors. The current study examined the use of an automated response‐independent food schedule on the behaviors and sound levels of shelter dogs. Several dogs were included in a 6‐week reversal design, where a fixed‐time 1 min schedule was compared with a baseline condition. Eleven behaviors were measured, as were two areas of each kennel and the overall and session sound intensity (dB) that occurred during the study. The results demonstrated that the fixed‐time schedule increased overall activity while decreasing inactivity and led to a reduction in the overall sound intensity measured. Session and hour‐to‐hour sound‐intensity data were less clear, suggesting a potential contextual conditioning effect as well as a need for adjusted methods to study shelter sound. The above are discussed in terms of their potential welfare benefits for shelter dogs as well as the translational approach that this and similar research could contribute to the application and functional understanding of response‐independent schedules.

AbstractYoung children's noncompliance with adult instructions has the potential to lead to a variety of other internalizing and externalizing difficulties that impact learning, behavior, and overall development. Although a variety of effective intervention strategies exist, early childhood teachers may not be well equipped to consistently implement these strategies to prevent and address young children's noncompliance. Therefore, the purpose of this study was to evaluate the effectiveness and efficiency of a novel teacher implementation support, emailed prompts, to promote early childhood teachers' effective instruction delivery with three children referred for noncompliance and related challenging behaviors. Results indicated that all three teachers increased their accuracy of effective instruction delivery with concomitant improvements in children's response to instructions, including compliance. Furthermore, data suggested that all three teachers spontaneously generalized effective instruction delivery to other non‐referred children in their classrooms. Results, implications, and limitations are discussed.

AbstractOne of the diagnostic characteristics of individuals with autism spectrum disorders includes engaging in restricted and repetitive behavior. Research has shown that individuals will often display problem behavior when access to restricted and repetitive behavior is blocked. The purpose of the current study was to evaluate the use of functional communication training and schedule thinning to treat aggression displayed by three children diagnosed with autism spectrum disorders when higher level restrictive and repetitive behavior was blocked. Further, we assessed whether all steps in a schedule‐thinning sequence were necessary as well as extended the practicality of these procedures by removing the continuous signal during the delay to reinforcement. The results indicated that functional communication with schedule thinning reduced aggression related to blocking access to engaging in higher level restrictive and repetitive behavior for all participants.