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Resurgence and renewal are treatment‐relapse phenomena in which previously extinguished behavior returns after the conditions for an alternative response worsen or the context changes, respectively. Recently, researchers have evaluated the prevalence of resurgence and renewal when treating destructive behavior with functional communication training. However, resurgence of inappropriate mealtime behavior has yet to be evaluated; perhaps because treatments involve qualitatively different resurgence opportunities (e.g., increased bite‐presentation rate). We evaluated the prevalence of resurgence and renewal of inappropriate mealtime behavior across 22 and 25 applications of extinction‐based treatments, respectively. Resurgence occurred in 41% (9/22) of applications, most often following presentation‐rate increases. Renewal occurred in 52% (13/25) of applications, most often following feeder changes from therapist to caregiver. We discuss these findings in terms of their ability to inform relapse‐mitigation strategies for resurgence and renewal of inappropriate mealtime behavior.

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The seminal text on relational frame theory (RFT) was published 20 years ago and purported to offer a single overarching behavior‐analytic account of human language and cognition. In the years thereafter, an increasing number of empirical and conceptual articles, book chapters in edited volumes, and whole volumes devoted to the account emerged. In recent years, RFT has experienced a period of intense empirical and conceptual development, facilitated in part by a research grant awarded by the Flanders Science Foundation, under its Odysseus program. This research program aimed to advance and extend the RFT account beyond the rendition presented in the seminal Hayes et al. (2001) volume. The current article aims to provide an overview of this research program, the empirical work and concepts it gave rise to, and their implications for an RFT account of human symbolic language and cognition. Overall, therefore, the article provides an account of relatively recent developments in RFT that extend beyond the 2001 volume and thus will, we hope, inform future research and critiques of the theory going forward.

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Estudos recentes sugerem que é promissora a estratégia de ensinar relações auditivo-visuais via formação de classes de equivalência para crianças com TEA. No entanto, mostram certa inconsistência entre o potencial preditivo do teste ABLA e as discriminações efetivamente obtidas. O presente estudo investigou se há diferenças na emergência de relações visuais-visuais quando as relações de linha de base envolvem relações totalmente visuais versus relações auditivo-visuais em crianças no Nível 4 do teste ABLA. Participaram seis crianças com TEA, divididas de acordo com a consequência específica utilizada (Grupo 1 consequência auditiva e Grupo 2, consequência visual). Foi realizado o treino de relações de identidade A1A1 e B1B1, com consequência específica S1 (Grupo 1) e F1 (Grupo 2) e A2A2 e B2B2 com a consequência específica S2 (Grupo 1) e F2 (Grupo 2), e testadas as relações visuais-visuais AB e BA, para ambos os grupos, relações auditivo-visuais SA e SB, Grupo 1, e relações visuais-visuais FA e FB, Grupo 2. Os resultados não apontaram diferença significativa na emergência de relações consequência-estímulo entre os grupos, sugerindo que dificuldades de emergência de relações visuais-visuais em estudos anteriores não podem ser atribuídas totalmente ao fato de essas relações terem como elementos nodais estímulos auditivos.

Prior research has evaluated the reliability and validity of structured visual inspection (SVI) criteria for interpreting functional analysis (FA) outcomes (Hagopian et al., 1997; Roane et al., 2013). We adapted these criteria to meet the unique needs of interpreting latency‐based FA outcomes and examined the reliability and validity of applying SVI criteria to 43 previously published latency‐based FA datasets. Overall, raters agreed on SVI‐determined FA outcomes (98% of functions and 95% of cases) and these outcomes corresponded well to the interpretations provided by the authors of these 43 datasets (94% of functions and 88% of cases), indicating a high degree of reliability and concurrent validity. Our findings suggest that the use of SVI criteria may (a) serve as an objective aid in the identification of behavioral function(s), (b) produce high levels of agreement among expert raters, and (c) serve as a useful resource when teaching students how to interpret latency‐based FA outcomes.

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Remembering JCT

A single-case multiple baseline design across three families was used to evaluate the impact of a manualized Prevent-Teach-Reinforce for Families (PTR-F) process for addressing challenging behavior (CB) when delivered in a remote format (PTR-F: R). Results across three U.S. families showed that (a) a functional relation existed between parent implementation of the strategies and reductions in child’s CB, (b) families achieved high levels of implementation fidelity for behavior intervention plans developed using the PTR-F: R process, and (c) families rated the PTR-F: R process and the intervention plans positively. The results replicated findings from previous research on the general efficacy of the PTR process while adapting the method for use in a remote format. Implications for practice and future research are discussed.