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AbstractBehavior analysts have much to offer nonbehavioral professionals who work with the communities that we serve. Successful dissemination of behavior‐analytic technologies to these professionals could potentially improve their practice. Although the literature contains some exemplary examples of successful dissemination, our discipline would benefit from a blueprint for conducting this important work. In this article, I share our experiences disseminating behavioral technologies to educators, law enforcement officers, and health care providers who engage with neurodiverse individuals. These experiences form the basis of a recommended blueprint for dissemination, which awaits empirical support. After describing this tentative blueprint, I provide suggestions for future research on how best to disseminate our technologies to nonbehavioral professionals, the ideal content of those dissemination activities, and the conditions under which professionals may be more likely to embed our technologies into their best practices.

Este trabalho acompanha a publicação da tradução de dois artigos clássicos de Baer, Wolf e Risley (1968, 1987). Nossos objetivos aqui são apresentar informações sobre os contextos em que os artigos foram publicados e indicar debates atuais que se relacionam com pontos discutidos pelos autores. O artigo de 1968 foi publicado num contexto em que os estudos voltados a questões socialmente relevantes vinham crescendo de frequência e desenvolvendo práticas próprias de pesquisa, com diferenças importantes em relação às pesquisas em laboratório. Os autores apresentaram as sete dimensões da análise do comportamento aplicada (aplicada, comportamental, analítica, tecnológica, conceitualmente sistemática, efetiva e generalizável) que descreviam a atuação de analistas do comportamento aplicados e prescreviam como uma atuação adequada deveria ser. Entre 1968 e 1987, houve uma expansão da análise do comportamento aplicada, acompanhada de reflexões críticas a respeito dos caminhos da área. Em 1987, os autores reafirmaram as dimensões da análise do comportamento aplicada, descreveram algumas práticas emergentes e prescreveram diretrizes para uma análise do comportamento aplicada socialmente relevante. Por fim, há paralelos entre dilemas do passado e atuais. Por exemplo, a preocupação com o uso de técnicas analítico-comportamentais por pessoas que desconhecem a teoria segue presente, especialmente com o aumento no número de pessoas trabalhando com indivíduos diagnosticados com Transtorno do Espectro Autista. Assim, talvez os direcionamentos de Baer, Wolf e Risley possam continuar servindo para a reflexão sobre os desenvolvimentos da análise do comportamento aplicada.Palavras-chave: análise do comportamento aplicada, história, metodologia, pesquisa aplicada, pesquisa experimental.

AbstractRecent studies have evaluated the use of social media as learning aids in tertiary education. Emerging research in this area has focused primarily on non-quantitative approaches to student social media engagement. However, quantitative engagement outcomes may be extracted from student posts, comments, likes, and views. The goal of the present review was to provide a research-informed taxonomy of quantitative and behavior-based metrics of student social media engagement. We selected 75 empirical studies comprising a pooled sample of 11,605 tertiary education students. Included studies used social media for educational purposes and reported student social media engagement outcomes (source databases: PsycInfo and ERIC). We used independent raters and stringent interrater agreement and data extraction processes to mitigate bias during the screening of references. Over half of the studies (52%, n = 39) utilized ad hoc interviews and surveys to estimate student social media engagement, whereas thirty-three studies (44%) used some form of quantitative analysis of engagement. Based on this literature, we present a selection of count-based, time-based, and text-analysis metrics. The proposed taxonomy of engagement metrics resulting provides the methodological basis for the analysis of social media behavior in educational settings, particularly, for human operant and behavioral education studies. Implications for future research are discussed.

We pay tribute to Rachlin's work stating that researching and writing for posterity is an act of self‐control and altruism. We show how Rachlin's work influenced a series of seminars at the University of São Paulo (Brazil) based on his book from 1989,Judgment, Decision, and Choice. This influence is illustrated through two empirical exercises conducted during our seminars, where students were actively involved in data collection and analysis. The first exercise is about judgment of randomness involving coin tossing. The second is a replication of a procedure by Jones and Rachlin (2006) about social discounting of monetary quantities. We use these empirical examples to highlight some of Rachlin's major contributions to the science of behavior and their implications to our seminars and to ourselves as researchers.

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School-wide positive behavior interventions and supports (SWPBIS) is widely implemented across the United States. Evidence suggests that SWPBIS, when implemented with fidelity, has a significant and positive impact on schools, including lower suspensions and higher reading and mathematics achievement. A critical component of this research is measuring fidelity of SWPBIS implementation in schools. In this study, we re-evaluated the reliability and validity of a widely used fidelity tool, the Tiered Fidelity Inventory (TFI), within a single-state sample. Using data from 693 schools in the U.S. state of California, we found a hierarchical factor structure based on subscales and tiers fit the data best when controlling for the multilevel nature of the data; however, there was no relation between the latent fidelity variables and changes in suspensions. Implications of these results are discussed, including different approaches to scoring and conceptualizing fidelity of implementation for SWPBIS, along with considerations for future research using the TFI.

Abstract Despite a marked increase in the volume of research investigating issues about reading interventions for students with ASD (e.g., Bailey and Arciuli, Rev J Autism Dev Disord 7(2):127–150, 2020; Chiang and Lin, Focus Autism Other Dev Disab 22(4):259–267, 2007), very few studies have examined the current reading practices experienced by children with ASD in the schools. This mixed-method study reports on the observed reading instruction and reading performance of students (N = 39) with autism spectrum disorder (ASD) in grades 4–8 (ages 9–14 years.) across two separate geographic regions of the USA. Data collection included systematic observations of tier 1 and tier 2/3 reading instruction. Students were also assessed with standardized measures of word recognition, language, and reading comprehension. The purpose of this investigation was to contribute to the limited corpus of observation research on reading instruction for students with ASD within the context of describing student performance on battery of standardized measures. A total of 168 lesson sessions totaling 7497 min of observed class time were completed and the battery of measures were administered to students. Results of the observations indicated that 44–48% of instructional time across different tiers of instruction were dedicated to comprehension monitoring consisting of answering teacher directed questions. Minimal amounts of time were dedicated to word recognition instruction. According to findings from the assessment battery, approximately 46% of students had below average scores on word recognition and reading comprehension measures. Study findings suggest a mismatch between student needs and the manner in which they were addressed.

AbstractAlthough hypothetical rewards have been used almost exclusively in human discounting studies, investigations of their validity are limited. The present experiment compared the discounting of monetary reward value by probability across conditions in which the rewards were real, potentially real, and hypothetical. Twenty‐four undergraduates choose between an uncertain large reward and a certain small reward 60 times (trials). In the real and hypothetical reward conditions, the participants made choices with real and hypothetical money, respectively, in every trial. In the potentially real condition, they did so with real money in randomly selected three of the 60 trials and with hypothetical money in the remainder. The log10‐transformed h values of a hyperbolic probability‐discount function and the values of the area under the curve with an ordinal transformation of odds against were higher and lower, respectively, in the potentially real and in the hypothetical reward conditions than in the real reward condition, demonstrating that the probability discounting of hypothetical monetary rewards was larger than that of real rewards. These results suggest that future studies are required to identify why the hypothetical reward procedure overestimates the discounting rates of real rewards.

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