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AbstractWe conducted a scoping review of interventions that have been implemented classroom‐wide in college classroom settings. We searched nine behavior‐analytic journals from 2000 through 2020. We identified 59 studies that met our inclusion criteria and organized them into 13 categories: acceptance and commitment therapy (n = 1), equivalence‐based instruction (n = 1), SAFMEDS (n = 4), guided notes (n = 4), response cards (n = 5), group contingencies (n = 5), interteaching (n = 6), programmed instruction, PSI, computer‐aided (CA)PSI (n = 7), contingency arrangements (n = 15), feedback (n = 4), online delivery techniques (n = 4), game study sessions (n = 2), and peer‐generated examples (n = 1). The interventions have been used with undergraduate and graduate students across various course topics and modalities. Most interventions produced positive results, commonly assessed via quiz and exam scores. This review presents the scope of interventions, their characteristics, and recommendations for future research.

Some have argued that behavior analysts have insulated themselves by eschewing the vernacular and adopting idiosyncratic and sometimes counterintuitive technical terms to describe their science and practice. Because of this, behavior analysis plays a minor role in psychology and related fields and effective behavior‐change interventions go unused. All told, findings about the effects of behavior‐analytic jargon are mixed. Studies that provided technical terms independent of context have produced unfavorable results, whereas studies that have provided context have produced positive or neutral results, overall. This study evaluated the effects of behavioral jargon on the acceptability ratings of several applied behavior analysis interventions described in terms of varying target behaviors, populations, and settings. We presented brief vignettes adapted from published research articles that were described in either jargon or nonjargon versions. There were no appreciable differences in the rated acceptability of interventions described with or without jargon.

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Alcohol abuse remains one of the primary preventable sources of mortality in the United States. Model species can be used to evaluate behavioral and other biological changes associated with alcohol and to identify novel treatments. This report describes methods for evaluating the behavioral effects of ethanol (EtOH) in crayfish. Crayfish ( Procambarus clarkii ) were immersed in ethanol concentrations ranging from 0.1 to 1.0 molar, for 10‐30 min. Studies evaluated hemolymph alcohol concentration, locomotion in an open field and anxiety‐like behavior using a Light/ Dark transfer approach. EtOH immersion produced dose‐dependent increases in hemolymph EtOH (up to 249 mg/dL) and reductions in open field locomotion that depended on EtOH concentration or exposure duration. Untreated crayfish exhibit avoidance of the open parts of the locomotor arena and a preference for a covered portion. Acute EtOH immersion decreased time spent in the covered portion of the Light/Dark arena, consistent with a decrease in anxiety‐like behavior. Daily EtOH immersion for 5 days did not alter locomotor responses, however, activity was increased 3 days after the repeated EtOH regimen. Overall, this study shows that this inexpensive, easily maintained species can be used for behavioral pharmacological experiments designed to assess the acute and repeated effects of EtOH.

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