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Children with autism spectrum disorder (ASD) engage in reduced levels of physical activity relative to neurotypical children. Researchers conducted 2 studies to 1) evaluate the influence of the number of physical activity options and effort on choice and 2) develop a token‐based intervention to increase physical activity engagement and evaluate whether the opportunity to access the intervention supported responding similar to physical or sedentary activity alone. Four children with ASD participated. Additional physical activity options alone did not increase physical activity selection, but increased effort reduced selection of sedentary activity. Tokens increased physical activity for 2 participants. A combination of physical and sedentary activities maintained as much as or more responding than either activity in isolation for all participants. Limitations and potential areas of future research on choice and physical activity are discussed.

Recent research has developed methods of assessing the function of generic, nonindividualized social interactions. The purpose of this type of assessment is to provide a measure of how an individual may respond to the types of interactions readily available in the natural environment. To date, no research has evaluated how the social time allocation of individuals for whom generic interactions are neutral or aversive could be improved. Moreover, no research has included additional dependent variables that may be functionally related to social time allocation. In the current study, we evaluated the effects of initiating preferred, individualized social interactions on the social time allocation of 3 participants for whom generic interactions functioned as neutral or aversive stimuli. The intervention increased social time allocation for all 3 participants. Next, we evaluated the relation between social time allocation and the occurrence of mands, item engagement, and rigid or repetitive behavior using the intervention data as well as secondary analyses of previously published datasets. The occurrence of mands and rigid or repetitive behaviors changed with improvements in social time allocation and were strongly correlated with social time allocation across participants. Implications for future research on, and the clinical use of, this type of assessment and intervention are discussed.

Young children break rules (i.e., transgress) and then lie about those transgressions. By adolescence, lying is associated with decreased trust, communication, and quality of relationships, and with befriending antisocial peers. To decrease lies, we replicated differentially reinforcing honest reports about transgressions for one 6‐year‐old neurotypical child and two 7‐year‐old children who were diagnosed with autism spectrum disorder. After all children learned to report honestly about transgressions, we extended past research to decrease transgressions by differentially reinforcing alternative play behaviors. For all children, this resulted in increased levels of play, decreased transgressions, and continued honesty about infrequent transgressions. Caregivers were satisfied with children's increased honest reports and decreased transgressions. The results support first reinforcing children's honest reports about transgressions and then decreasing transgressions to satisfying levels for caregivers.

AbstractTo date, there is no research on the measurement of indices of happiness and unhappiness for children receiving behavior‐analytic treatment for feeding disorders and the research on caregiver treatment acceptability during feeding treatment is limited. The purpose of the current study was to measure child indices of happiness and unhappiness during extinction‐based treatment with and without noncontingent reinforcement and to evaluate caregiver treatment acceptability through the course of treatment. Child indices of happiness were idiosyncratic, while indices of unhappiness increased at the onset of treatment and were higher during extinction without noncontingent reinforcement, but eventually decreased. Overall, caregiver treatment acceptability remained high despite temporary increases in emotional responding. The current study introduces measures of social validity to use during feeding treatment (i.e., indices of happiness and unhappiness) and provides evidence that dense schedules of noncontingent reinforcement could serve to mitigate indices of unhappiness during the initial implementation of extinction‐based treatment.

Children should engage in 1 hr/day of moderate‐to‐vigorous physical activity (MVPA) that results in increased heart rates (HRs) (CDC, 2022). However, precise individualized HR criteria for MVPA are not provided, and it is unclear whether observed behaviors classified as MVPA are associated with elevated HRs indicative of MVPA. The current study replicated an individualized heart rate assessment (IHRA) for identifying MVPA HR zones in children (Van Camp et al., 2021). We then evaluated whether engaging in vigorous PA (VPA) for half of the session resulted in HRs indicative of VPA for at least half of the session when children engaged in running for 30, 60, 90, and 120 s bouts. Individual differences were observed during the IHRA. During the bout analysis, HRs were not within VPA zones for 50% of the session. However, HRs were within moderate PA (MPA) zones, with 30 s bouts producing the highest percentages of MPA.

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Experimentos com ratos (Rattus norvegicus) mostraram recombinação de repertórios (insight) a partir do treino de habilidades pré-requisito usando reforçamento positivo. Borges (2019) desenvolveu um procedimento utilizando um procedimento de fuga no treino das habilidades pré-requisito e no teste, específicamente, em uma situação de nado forçado. A autora argumentou pela ocorrência da recombinação. Porém, a configuração ambiental do teste permite uma interpretação alternativa dos resultados à resolução por insight. O presente trabalho teve o objetivo de replicar o trabalho de Borges (2019) utilizando outro equipamento e uma variação do procedimento original, com o fim de controlar as variáveis que permitiram interpretações alternativas à resolução por insight. No Experimento 1, dois ratos aprenderam a mergulhar e a puxar uma corda, e dois ratos não passaram pelo treino das habilidades. Dos sujeitos que passaram pelo treino, um resolveu o problema. Aqueles sem história de treino das habilidades não resolveram o teste. No Experimento 2, foram feitas modificações no equipamento e no procedimento com o objetivo de produzir insight para todos os sujeitos. Dois ratos aprenderam ambas as habilidades, mas não resolveram o problema. Em ambos os experimentos, os sujeitos apresentaram mais comportamentos pró-solução na sessão de teste posterior ao treino das habilidades. Discutem-se as possíveis variáveis procedimentais que dificultaram a resolução e quais os ajustes necessários para garantir a recombinação de repertório no teste final. Palavras-chave: resolução de problemas, insight, reforçamento negativo, controle aversivo, ratos.

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