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Uma das questões de interesse no campo do comportamento verbal é como as pessoas entendem e passam a se comportar de acordo com comandos ou instruções verbais. O seguimento de instruções novas, por sua vez, pode resultar da recombinação de subunidades de instruções previamente aprendidas. O presente estudo investigou se a sobreposição de elementos de pseudofrases durante o ensino favorece o seguimento generalizado por recombinação. Quatro participantes aprenderam discriminações condicionais auditivo-visuais (Condição 1) entre pseudofrases ditadas e ações relacionadas a objetos apresentados em vídeos. Três participantes seguiram parcialmente as instruções orais nos pós-testes de cada matriz, e um participante apresentou comportamento novo diante de sentenças recombinadas. Outros quatro participantes aprenderam a seguir as instruções experimentais via execução da ação em relação ao objeto (Condição 2) e três deles apresentaram seguimento das instruções ensinadas e novas nos pós-testes de cada matriz, mas não mantiveram no teste recombinativo. As evidências de desenvolvimento de controle de estímulos por subunidades desses estímulos complexos sugerem a importância do treino sistemático com sobreposição, sugerindo a necessidade de investigações adicionais sobre variáveis que favoreçam a recombinação no controle instrucional.

Selection operates not only (1) on populations of organisms over evolutionary time, as in the Darwinian sense, but also (2) on populations of responses within the lifetime of individual organisms and (3) on behavior as it is passed on from one organism to another. These three types of selection operate respectively at the phylogenic, ontogenic and sociogenic levels. Cultural diversity favors selection at the sociogenic level, and behavior analysis itself is one product of sociogenic selection. I here discuss the origins of behavior analysis and its international sociogenic dissemination using my own experiences as examples. Mexico enters early and figures prominently, later joined by Norway, Brazil, Japan, Great Britain and some others. Throughout and in various ways, language translation and translational research have played important roles. I am honored to be able to share that history here.

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This single-case design meta-analysis examined the effects of self-management (SM) strategies on academic engagement in autistic students. Prior meta-analyses reported positive outcomes but did not account for the nested structure of single-case designs. Using multilevel modeling, we addressed this limitation and examined moderators of implementation practices. Eligible studies were peer-reviewed, published in English, school-based, included at least one autistic participant, used a single-case design with a baseline and intervention phase, employed time intervals for SM, and targeted positive outcomes. We searched ProQuest, EBSCO, and Web of Science through March 10, 2024. Risk of bias was assessed using the SCD RoB tool. 14 studies (29 participants) met inclusion criteria; SM increased academic engagement by 49.87% ( SE = 4.33, 95% CI = [39.76, 59.59], p < .001). Variability existed across participants and studies, with 9 studies (17 participants) contributing to moderator analyses. Classroom subject, classroom type, technology-based prompting, and the time interval of SM did not significantly explain variability. Limitations include small sample sizes, exclusion of three studies due to missing information, and high risk of bias in assessors’ knowledge of study phase. Overall, SM has the potential of being a flexible strategy supporting autistic students’ academic engagement.

ABSTRACT Sexual harassment can result in victims feeling uncomfortable or intimidated and lead to negative emotional and physical consequences. We conducted a survey of 345 participants who work in applied‐behavior‐analytic contexts as an initial examination of how often sexual harassment occurs and its characteristics. Most participants (82.02%) reported experiencing at least one form of sexual harassment (i.e., gender harassment, unwanted sexual attention, sexual coercion). The most commonly reported forms of harassment were gender harassment (e.g., hearing sexist comments or offensive gender remarks) and unwanted sexual attention (e.g., experiencing unwanted flirtatious or sexual attention, being asked to discuss sexual experiences). Victims tended to be in junior or training roles (e.g., registered behavior technician, board certified assistant behavior analyst) and most often experienced harassment by male coworkers and clients' family members in clinics or clients' homes. These incidents can have significant impact on the emotional and physical well‐being of behavior‐analytic professionals, corroborated by participant statements in our thematic analysis. We conclude with recommendations for how to prevent and respond to sexual harassment in applied‐behavior‐analytic contexts.

Abstract Extinction bursts are traditionally described as transient increases in response rate following the discontinuation of reinforcement. However, their underlying mechanisms remain under debate. This study examined whether extinction bursts are modulated by the contingencies across multiple extinction exposures. Reinforcement contingencies were manipulated to assess whether extinction bursts increased or decreased in probability through repeated exposures to extinction, where bursts were differentially followed or not by subsequent access to food reinforcement. Twenty rats received a high‐magnitude reinforcer (three pellets) under a fixed‐ratio 1 schedule. Results showed that when extinction bursts were reinforced by regaining access to the reinforcement schedule, bursts persisted over successive extinction exposures, whereas repeated exposure without reinforcement led to the progressive decline of bursts. Crucially, extinction bursts did not emerge with a new response topography, suggesting that prior extinction exposure prevents their generalization to novel responses. This finding may have significant translational value for the design of interventions to minimize undesired extinction bursts across contexts or response topographies. The overall pattern of results indicates that extinction bursts are a learned phenomenon, shaped by reinforcement history and discrimination processes, and provide a basis for strategies to either promote or prevent their occurrence, depending on experimental or applied objectives.

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