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Abstract This study examines how primary school teachers evaluate and prioritize the classroom support strategies they actually use with students with ADHD, with particular emphasis on peer collaboration and parent involvement techniques. Using discrete choice models, we investigated real-world preferences rather than hypothetical intentions, drawing on strategies identified through both literature review and interviews with practicing teachers. The sample included 430 Greek primary teachers from general and special education settings who completed experimentally designed choice tasks that allowed us to assess how certification, training in special education, and prior experience with ADHD students influence decision making. Across all teacher segments, student collaboration strategies, especially collaborative goal setting and peer modeling received the strongest endorsement. In contrast, parent-focused strategies, particularly those requiring structured parent training, were consistently deprioritized, diverging from widely recommended approaches. Teachers with special-education training or prior experience with ADHD students showed greater openness to a broader range of techniques. Overall, the findings highlight the classroom practices teachers find most feasible and meaningful in their daily work, underscoring the importance of professional development and school support systems that align with teachers’ actual preferences and classroom realities while promoting effective support for students with ADHD.

Se plantea el estrés como reacción biológica inespecífica que es modulada en sus características cuantitativas y cualitativas por la interacción psicológica de los individuos con ciertas estructuras contingenciales. El propósito del trabajo es identificar la correspondencia entre datos empíricos referidos y las categorías conceptuales propuestas por el modelo psicológico de salud biológica elaborado por Ribes en 1990. Se refieren algunas investigaciones experimentales como antecedentes, cuyos datos son congruentes con las categorías conceptuales. De la misma forma se reseñan investigaciones desarrolladas por el propio laboratorio, que confirman algunos elementos del modelo, como relación entre diferentes conceptos de la psicología y la biología, como en el caso de la reacción de estrés. Se mencionan investigaciones sobre estilos interactivos como modos consistentes de interactuar ante ciertas contingencias que hacen que se inhiba o se promueva la reacción de estrés, aumentando o disminuyendo la vulnerabilidad biológica de los organismos, y por lo tanto generando la posibilidad de patología biológica como resultado. Se destaca el rol clasificatorio, así como orientador de la investigación, de dicho modelo, en el campo de la Psicología de la Salud. Se menciona la ausencia de investigación de competencias sustitutivas y, además, se destaca la importancia de incluir la representación conceptual de la dimensión sociocultural del comportamiento en el modelo y cómo este condiciona los modos de interacción psicológica individual.

Abstract Whether the acquisition of conditional relations occurs simultaneously or sequentially is often obscured by global accuracy measures. The present study analyzed the acquisition of conditional discriminations in humans using a molecular, trial-by-trial approach. Three undergraduate students were trained on 12 visual conditional relations, divided into two sets (AB and BC), using an arbitrary zero-delay matching-to-sample (MTS) procedure. Results showed that all participants reached the acquisition criteria for each conditional relation at different moments during training. The cumulative frequency curves for each relation showed minimal overlap, indicating a clear sequential pattern of acquisition where relations were learned one by one. These findings suggest that average accuracy scores can mask individual learning trajectories and that reinforcement histories develop uniquely for each relation during training. Understanding these fundamental learning processes in MTS is a crucial step toward elucidating the mechanisms governing the formation of equivalence classes and possibly improving the efficiency with which these classes are formed.

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Abstract Renewal occurs when a behavior is reduced in one context but reemerges when transitioning to a different context, which poses challenges for behavioral interventions. This preclinical research evaluated whether multiple‐context training could mitigate renewal of operant behavior eliminated with extinction and differential reinforcement of an alternative behavior (DRA + EXT) in humans recruited through crowdsourcing. In each of two experiments, three groups received conditioning, with point deliveries as reinforcers for a target‐button press within Context A. During DRA + EXT, multiple‐context training arranged nine alternations among three contexts (BCD) for one group, while the other two groups experienced equal DRA + EXT exposure but within a single context (B). During testing, the control group remained in Context B while multiple‐ and single‐context groups transitioned to either the original Context A (Experiment 1) or a novel Context E (Experiment 2). Both experiments provided the first evidence suggesting multiple‐context training can mitigate renewal with DRA + EXT contingencies. However, the present findings joined others showing multiple‐context training slowed reductions in target responding during DRA + EXT compared with single‐context training, suggesting trade‐offs in the use of this mitigation strategy.

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Este artigo discute as implicações conceituais do capítulo “O Eu e os Outros” da obra Sobre o Behaviorismo, de B. F. Skinner, analisando criticamente como a noção de “Eu” pode ser compreendida sob uma perspectiva analítico-comportamental. Rejeitando explica­ções mentalistas e internalistas, o capítulo propôs que o Eu deve ser entendido como uma au­todescrição aprendida e mantida por uma comunidade verbal. Autoconhecimento e aspectos do autocontrole são vistos como desdobramentos dessa ideia explorados como repertórios desenvolvidos socialmente, em que uma pessoa se comporta em relação a seu próprio com­portamento. A análise é expandida com base nas contribuições de Norbert Elias, especial­mente no que tange ao processo de individualização nas sociedades de mercado modernas, que favorecem repertórios previsíveis, controle emocional e aumentam a necessidade de au­todescrições. O artigo conclui destacando as implicações dessa abordagem para a prática do analista do comportamento, ao reconhecer as dimensões sociais, políticas e éticas envolvidas na construção do Eu e na manutenção de repertórios que podem tanto reforçar quanto desa­fiar práticas opressoras em contextos clínicos e em intervenções culturais.