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AbstractChildren should engage in at least 60 min of physical activity daily to develop or maintain healthy habits (Centers for Disease Control and Prevention, 2021a). Previous research suggests that contingent attention is a powerful tool for increasing moderate to vigorous physical activity. In this study, the researchers examined the effects of a group game on steps per minute at recess in an inclusive classroom with preschoolers. The researcher taught the game called the T‐Rex game in which the game rules (chasing students who were moving) involved contingencies for natural attention to follow moderate to vigorous physical activity. The results showed a functional relation between step count and the group game in which students engaged in higher step counts when the group game was in place than during baseline. These findings extend other work by demonstrating that contingent attention embedded in group games can increase step count.

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AbstractThe necessity of treatment using telehealth was apparent during the novel coronavirus (COVID‐19) pandemic, as many practitioners were forced to use telehealth as a primary mode of service delivery. Although the telehealth model has been studied for different populations, little is known about its success when applied with children with feeding disorders and complex medical histories. The purpose of this study was to evaluate the efficacy of using a telehealth model from the onset of treatment. All 5 children who participated engaged in low levels of acceptance and high levels of inappropriate mealtime behavior during baseline. Caregivers were taught to implement the treatment with high integrity using behavioral skills training. Procedural integrity increased posttraining, and as a result acceptance increased and inappropriate mealtime behavior decreased. Treatment gains maintained during follow up at 1 month and 1 year. These data are discussed in relation to alternative ways of providing treatment in locations where intensive feeding programs are not available.

AbstractMany universities sponsor student‐oriented transit services that could reduce alcohol‐induced risks but only if services adequately anticipate and adapt to student needs. Human choice data offer an optimal foundation for planning and executing late‐night transit services. In this simulated choice experiment, respondents opted to either (a) wait an escalating delay for a free university‐sponsored “safe” option, (b) pay an escalating fee for an on‐demand rideshare service, or (c) pick a free, immediately available “unsafe” option (e.g., ride with an alcohol‐impaired driver). Behavioral‐economic nonlinear models of averaged‐choice data describe preference across arrangements. Best‐fit metrics indicate adequate sensitivity to contextual factors (i.e., wait time, preceding late‐night activity). At short delays, students preferred the free transit option. As delays extend beyond 30 min, most students preferred competing alternatives. These data depict a policy‐relevant delay threshold to better safeguard undergraduate student safety.

AbstractChildren with autism spectrum disorder often demonstrate difficulty communicating with others, and this may affect the extent to which they can engage in contextually appropriate language during play. This study examined the effects of a social script‐training intervention using generic picture cues on the number of contextually appropriate play statements for children with autism spectrum disorder. We also examined the extent to which responding generalized to novel toy sets and analyzed play statement types. A nonconcurrent multiple‐baseline‐across‐participants design with embedded reversal components was used to evaluate the effects of the generic picture‐cue intervention on contextually appropriate play statements. Three participants demonstrated a higher number of contextually appropriate play statements in the training condition as compared with the baseline and no‐cue conditions. Further, two out of three participants continued to emit a similar number of contextually appropriate play statements when we introduced novel toy sets.

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AbstractSelf‐monitoring interventions have been found to be effective in improving the on‐task behaviors of students with a wide range of disabilities. However, there are ongoing limitations in the literature, including the (a) lack of planning in generalization and maintenance, (b) interventions are predominantly conducted in segregated settings, and (c) inadequate number of data points collected in each condition. In the current study, self‐monitoring was used to improve the on‐task behavior of three elementary school students with ADHD in inclusive classrooms in Turkey. A concurrent multiple‐baseline across‐participants design was used. Generalization and maintenance were programmed via sequential modification, partial withdrawal, and continuous data collection. Additionally, classroom teachers rated the students' overall classroom behaviors in each data collection session. Based on the visual and the effect size analyses (i.e., performance criteria‐based effect size [PCES]), the intervention was effective in improving the students' on‐task behaviors. The self‐monitoring intervention had 1.18 (high effect), 1.06 (effective) in generalization, and 1.14 (effective) in the first maintenance set and 1.03 (effective) in the second maintenance data set. The teacher ratings aligned with the increased on‐task behaviors of the students. Implications for practice are discussed.

AbstractIn the current study, experimenters implemented synchronous schedules of reinforcement to increase mask wearing for up to 30 min for six children under the age of 5 years. Additionally, for a subset of children, we evaluated whether mask wearing would continue under baseline conditions in their classroom with staff during 30 min sessions (treatment extension), and later throughout the day (all‐day probes). Results showed the intervention increased mask wearing for all children for up to 30 min. Additionally, treatment‐extension sessions and all‐day probes, conducted with some children, showed mask wearing maintained in their classroom with staff.

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