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This study evaluated the effectiveness of behavioral skills training (BST) to teach peer‐trainers to implement video feedback (Study 1) and evaluated the effectiveness of peer‐implemented video feedback to increase proper deadlifting form across 3 participants (Study 2). A nonconcurrent, multiple baseline design across participants was employed to evaluate BST and peer implemented video feedback. Results demonstrate that BST was effective for teaching peer‐trainers to implement video feedback and video feedback led to improvement of deadlifting form across all participants.

AbstractIn this study, we evaluated several components of a pedometer‐based intervention with children in an elementary‐school‐aged classroom, across 24‐h sessions. The intervention included combinations of self‐monitoring, goal setting, feedback, and reinforcement, and data were analyzed at both the classroom level (i.e., average daily step totals) and the individual level (i.e., daily step totals), across phases. The highest levels of physical activity were observed when components of self‐monitoring, public posting, goal setting, and feedback with reward were applied concurrently.

AbstractPreference assessments are used in practice with individuals who engage in food refusal and selectivity to identify foods that a child will readily consume before assessment and treatment. Traditional edible preference assessments may be challenging for children who engage in food refusal or selectivity as the child may not consume foods, but rather engage in inappropriate mealtime behavior simply due to the presence of food. Alternative modality preference assessments, such as pictorial, may offer benefits compared to traditional preference assessment formats (e.g., stimulus preference assessment and paired‐stimulus preference assessment). The use of pictures may reduce any evocative effects of the presence of food and result in choice‐making without inappropriate mealtime behavior. Experiment 1 assessed the correspondence between the hierarchies yielded from pictorial preference assessments (with and without access) to a standard edible preference assessment. Experiment 2 evaluated the accuracy of each preference assessment by presenting foods identified as preferred and non‐preferred to determine if the child would accept them. Results suggested that pictorial preference assessments with access corresponded the most with the traditional edible preference assessment. Also, for one individual, the traditional preference assessment did not accurately identify foods that the participant would consume, while the pictorial preference assessment without access yielded a hierarchy.

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AbstractHeadsprout Early Reading is a computer-based program designed on behavioral principles to enhance the basic skills that underpin the initial development of reading. In a within and between groups design, and using primary schools within Northern Ireland that had a currently high proportion of disadvantaged pupils, children who were behind their peers in progress with reading were randomly allocated to an intervention group (n = 79), where the target was to work through 80 reading training episodes within a school year, or a teaching as usual group (n = 44). Reading skills were assessed in all children before, at the midpoint, and after the intervention using a flashcard-based phonics identification test with three levels of difficulty, and before and after intervention using a standardized reading assessment, which generated a sentence reading age and a phonics reading age. Both groups showed increased scores on all measures over the 6 months of the study, but the intervention group showed markedly greater improvement. Importantly, the mean scores on sentence reading age and phonics reading age for the intervention group increased by over 17 months and 12.1 months, respectively, as opposed to 7.6 months and 7.8 months with the control group. These findings also validated the use of the flashcard-based phonics identification test with this population. This study indicates that widespread use of Headsprout Early Reading in mainstream education could be highly effective.