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Abstract Previous research on the relation between heart rate patterns and severe behavior has yielded mixed findings. Specifically, some studies have identified distinct heart rate patterns surrounding challenging behavior, whereas others have found it to be an unreliable predictor. Notably, the relation between heart rate and precursors remains largely unexplored. It remains unclear whether changes in heart rate surrounding severe behavior are due to physical exertion or physiological arousal. The purpose of the current study was to (a) replicate Fritz et al. (2013) to identify precursors to aggression, (b) replicate and extend the methodology of McCabe and Greer (2023) by comparing heart rate surrounding precursors to differing levels of motor activity, and (c) examine the relations between heart rate and precursors to aggression during a precursor functional analysis. Results were idiosyncratic across participants when analyzing heart rate before and after precursors.

Abstract Retrospective analyses have shown that renewal of challenging behavior following person or setting changes is common. This study replicates and extends prior work by evaluating renewal after a third type of context change: task changes. Among 98 patients in an intensive outpatient clinic who experienced 749 context changes, overall renewal prevalence was 25.23% using a max‐of‐5 criterion (39.79% using a mean‐of‐2 criterion), consistent with prior reports across this large sample. Of the 63 patients who experienced at least one task change, 36 (57.14%) exhibited renewal. Task changes produced higher renewal rates than person or setting changes across criteria, but differences were not statistically significant. Renewal magnitude generally declined across sessions; however, challenging behavior rarely returned to prechange levels, even after five sessions. Findings highlight the broader range of contextual variables that may evoke renewal and the need for strategies to reduce its intensity and persistence during treatment.

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School-based behavior analysts (SBBAs) are specially trained in the science of behavior, and their employment in school districts to support both students and other educators is growing. Despite behavior analysis being practiced in schools for over 60 years, very little is known about SBBAs, including their roles and responsibilities, needed supports, and their application of behavior science to educational settings. The current study used qualitative, grounded theory methodology to gather interview data from 15 current SBBAs in the United States to develop a model to assist with increasing understanding of these professionals in their roles as SBBAs. The generated model included the subcategories of role definition, contextual alignment, and support structures. In addition, these subcategories are situated within the context of social factors and perceptions as well as emotional responses and perceived efficacy. Implications for research and practice are discussed.