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A literatura a respeito das habilidades terapêuticas considera que habilidades técnicas, teóricas e, especialmente, habilidades sociais são essenciais ao desenvolvimento da terapia. Todavia, em sociedades sexistas e patriarcais, enquanto mulheres são expostas a contingências de reforço de comportamentos que se relacionam ao cuidado e à expressão emocional, homens - em geral - são ensinados a se comportar agressivamente, a conter suas emoções e a participar menos de práticas de cuidado. Considerando tais condições, esse trabalho objetivou revisitar a literatura sobre habilidades terapêuticas à luz dos debates sobre masculinidade, discutindo potenciais incompatibilidades entre as habilidades destacadas e comportamentos característicos da masculinidade hegemônica na cultura ocidental. Dentre os principais resultados, aponta-se que a maior parte das habilidades destacadas pela literatura correspondem a repertórios sociais incompatíveis com os parâmetros da socialização masculina. Nesse sentido, destaca-se que o processo de socialização masculina, potencialmente, concorre com a aprendizagem de repertórios essenciais ao bom andamento da terapia. Tais discussões indicam a importância de considerar questões de gênero na formação, atuação e supervisão de terapeutas. Ainda, destaca a contribuição da literatura sobre gênero para a produção de conhecimento em terapias comportamentais.

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AbstractIn separate chambers, responding by two pairs of pigeons was reinforced under concurrent random‐ratio schedules of reinforcement. For each pair, the birds' schedules were coupled in such a manner that left‐ and right‐key reinforcement probabilities were determined by the key being pecked by the other pigeon of the pair. In this way, a reinforcement matrix, like that of the popular Prisoner's Dilemma game of game theory, was created. The responding of all subjects soon gravitated to the choice combination identified by the mathematician John Nash as the equilibrium of the Prisoner's Dilemma game. This was found both before and after reversal of contingencies on the keys. In a second experiment, with a single pair of pigeons, stimuli signaling the choice of the paired pigeon had little lasting effect: responding again gravitated to the game's equilibrium. The results affirm earlier findings, demonstrating that Skinner's principle of positive reinforcement, together with Nashian mathematics, entirely accounts for iterative game‐theoretic behavior. They extend these findings to the so‐called free operant: to schedules of reinforcement in which responding is not constrained by stimulus–response sequencing (i.e., a trials procedure). The coupled schedule of reinforcement introduced here offers significant promise for the experimental analysis of economic and social behaviors.

AbstractProblematic mobile phone use is characterized by its “impulsive” nature; users engage in it despite their negative attitude toward it. From a behavioral‐economic perspective, this attitude–behavior discrepancy is generated by competing contingencies that involve smaller‐sooner social reinforcers associated with mobile phone use and larger‐later prosocial reinforcers potentially compromised by phone use. Based on this conceptualization, the reinforcer‐pathology model of problematic mobile phone use is proposed, which posits that such phone use stems from excessive delay discounting of the social and prosocial reinforcers and/or excessive demand for the social reinforcers. A secondary data analysis of previously published studies was conducted, with the novel addition of principal component analysis and hierarchical cluster analysis of these data. The results generated evidence that supports the reinforcer‐pathology model proposed in this article. Based on the theoretical analyses and accumulated empirical evidence, theory‐driven prevention and intervention strategies for problematic mobile phone use are proposed. Overall, the reinforcer‐pathology model of problematic mobile phone use provides a comprehensive framework for understanding and addressing this growing issue.

The present tutorial describes problems that occurred during experiments in the author’s laboratory that used human participants and how the problems …

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AbstractEquivalence‐based instruction (EBI) is an efficient and efficacious methodology to establish equivalence classes that has been used to teach various academic skills to neurotypical adults. Although previous reviews confirmed the utility of EBI with participants with developmental disabilities, it is unclear whether certain procedural parameters are associated with positive equivalence outcomes. We extended previous reviews by categorizing studies that used EBI with individuals diagnosed with autism spectrum disorder and assessed whether any procedural parameters were associated with better equivalence responding. Due to the wide variability of procedural parameters in EBI research, the best procedural permutations to form equivalence classes with individuals diagnosed with autism spectrum disorder are still unknown. Thus, this paper serves as a call to action for applied researchers. Specifically, we encourage and invite researchers to systematically investigate the necessary variables or combination of variables that may lead to successful equivalence class formation.