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AbstractVisual analysis is a cornerstone of decision‐making in Applied Behavior Analysis. Individuals responsible for implementing behavioral interventions and analyzing data are often behavior technicians who may not be provided with the training necessary to be proficient in visual analysis. Therefore, there is a need for an effective and streamlined method to train visual analysis. Previous research has suggested using a decision‐making algorithm (DMA) to aid individuals in making decisions about time‐series data. The current study further evaluated the effects of a DMA on accurate visual analysis of time‐series data. We presented graduate students with time‐series graphs, each graph depicting 10 data points which resembled one of the four options depicted in the DMA. The results indicated five of the six participants demonstrated an increase in correct responding when the DMA was introduced. One participant (Participant 4) required an asynchronous feedback session. Correct responding maintained for five of the six participants when the DMA was removed. Following the maintenance probe, high levels of percentage of correct responding maintained for four of the six participants.

A goal of some functional analysis (FA) variations is to reduce assessment time while still maintaining efficacy. This may be especially important when conducting FAs in early intervention programs, where time is a crucial commodity. To that end, we evaluated a model for using the results of the no‐interaction condition as a screening for behavioral function and to guide selection of FA test conditions with 20 participants (22 assessments) aged 3 to 7 years old. We used the no‐interaction condition to develop hypotheses for both automatic reinforcement and socially mediated reinforcement. The outcome of the no‐interaction condition guided the selection of test conditions for the remainder of the FA. We also incorporated methods from prior FA studies (e.g., divided attention) to modify the test conditions. We obtained differentiated results in 91% of assessments, all within 70 min and, as such, extended evidence that an FA can be completed in little time without sacrificing efficacy.

AbstractPraise is a consequence that many practitioners use in teaching settings and descriptive praise is often recommended. However, research on descriptive praise has not reliably resulted in faster acquisition compared to general praise. Delivering short praise statements may increase the effectiveness of descriptive praise by only presenting the relevant feature of the feedback (i.e., the target). In the present study, we evaluated general, descriptive, and general plus descriptive praise statements on acquisition of tacts via telehealth with two typically developing toddlers. Results showed that the number of sessions to criterion was similar in all conditions for both participants, which suggests that the contents of praise did not influence learning. This study also builds on the research of praise through the preliminary use of telehealth with toddlers.

Translation of promising procedures for mitigating treatment relapse has received considerable attention recently from researchers across the basic–applied continuum. One procedure that has demonstrated mixed support involves increasing the duration of treatment as a strategy for blunting resurgence. In a recent translational study, Greer et al. (2020) failed to detect a mitigation effect of increased treatment duration on the resurgence of destructive behavior. However, design limitations may have been responsible. The present study corrected these limitations by (a) employing a sequential design to decrease the possibility of multiple‐treatment interference, (b) evaluating more treatment durations, (c) arranging treatments of fixed durations, and (d) conducting treatments of more extreme duration in a different clinical sample. Despite these improvements in experimental rigor and the testing of more extreme boundary conditions, the present study also failed to detect a mitigation effect of increased treatment duration. Likely explanations are discussed.

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AbstractBehavioral skills training (BST) is an effective modality to train parents in a variety of behavioral techniques for their children. However, extended wait times for behavioral health services can result in increased severity of children's problem behaviors. Furthermore, there is limited research demonstrating that behavior management techniques trained via BST generalizes beyond the setting in which they were trained. The purpose of this study was to evaluate the effectiveness of group‐based BST to improve three caregivers' use of effective instruction delivery (EID) for three children diagnosed with neurodevelopmental disorders and determine the extent to which effective instructions maintained and generalized to the home. Results indicated that all three caregivers' improved their EDI which resulted in children's improved response to instructions that maintained over time. Furthermore, caregivers' use of EID generalized to the home and maintained over time. Findings, implications, and areas for future research are discussed.

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