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AbstractFollowing successful behavioral treatment in which problem behavior is reduced, problem behavior sometimes reemerges as a function of changes in stimulus conditions (i.e., renewal) or the worsening of reinforcement conditions for an appropriate alternative response (i.e., resurgence). Extant research suggests that both renewal and resurgence may be relatively prevalent phenomenon in a variety of clinical settings. The purpose of the present study was to replicate and extend extant research quantifying the prevalence and magnitude of renewal (Experiment 1) and resurgence (Experiment 2) in an intensive outpatient clinic via retrospective consecutive controlled case series (CCCS; Hagopian, 2020). Findings from the current study—which represents the largest sample to date investigating relapse in applied settings—suggest that both renewal and resurgence are relatively common phenomenon and occur in the majority of treatment applications. Based on our findings (and emerging research in this area), we provide recommendations for practitioners to mitigate the occurrence of renewal and resurgence in clinical contexts.

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Auditory–visual conditional discrimination training (e.g., receptive identification training, listener responses; AVCD) is ubiquitous in early intervention and special education programs. Nevertheless, some learners with Autism Spectrum Disorder (ASD) do not appear to benefit from this training despite use of empirically validated treatments. To prevent exposure to extended training that does not lead to learning, a skills assessment that measures skills related to AVCD training will be useful for educators and practitioners. The current study replicated the skills assessment developed and evaluated by Kodak et al. (2015) with 8 participants with ASD who received behavior analytic intervention that included at least 1 goal related to AVCD training. Two of the 8 participants mastered all skills included in the assessment except scanning. In addition, 5 participants' responding failed to reach mastery during subsequent exposure to AVCD training, which further demonstrated the predictive utility of the skills assessment.

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Study Objective: Examination of effects of an intervention using response prevention, combined with positive reinforcement for appropriate behavior an …

AbstractSimultaneous prompting and graduated guidance procedures have been used successfully in teaching various academic and functional skills; however, there is a scarcity of research that directly compares these two procedures delivered within embedded teaching trials while teaching chained skills. The researchers used an adapted alternating treatments design to compare the efficacy of simultaneous prompting and graduated guidance procedures delivered within embedded teaching trials for teaching two chained skills (i.e., snap fastening and buttoning up skills) to three young children with developmental disabilities. They also examined the generalization and maintenance effects of both procedures in the study. Last, the researchers examined the social validity of the study through social comparison. Results indicated both instructional procedures delivered within embedded teaching trials produced the acquisition of targeted chained skills in all children. Also, both produced maintenance and generalization of the acquired chained skills. However, a consistent finding was not obtained for the efficiency of the procedures in favor of one procedure. Finally, social validity findings were highly promising. The participating children reached the performance of their peers after the intervention. Future research is needed to support these findings.

Differential reinforcement of alternative behavior (DRA) involves placing problem behavior under extinction and simultaneously reinforcing a desirable behavior. Recent research revealed that, as predicted by Behavioral Momentum Theory, DRA may also increase the persistence of the problem behavior. This research has also shown that a different approach to DRA, in which an alternative behavior is trained in a separate context from the target behavior, produces less persistence than the standard procedure. The research on this phenomenon, so far, assessed persistence using extinction as the disruptor. DRA, however, is often implemented under conditions in which extinction of the problem behavior is not feasible. This study evaluated persistence of problem behavior following same‐ and separate‐ context DRA training using an alternative disruptor, an additional source of reinforcement. Following a successful reproduction of a previous study of extinction as a disruptor but with domestic hens, this study produced similar findings using an additional source of reinforcement as the disruptor. These findings add to the evidence that alternative DRA arrangements may avoid the response‐strengthening effects found with traditional DRA procedures. The findings also demonstrate that disruptors other than extinction can be used to investigate response persistence following DRA and other procedures.

Comportamentos que eram frequentes no passado, mas que deixaram de ocorrer, podem reaparecer sob condições específicas no presente. Ressurgência comportamental é um dos procedimentos experimentais para estudar o fenômeno da recaída. Por sua relevância clí­nica, é de suma importância compreender quais variáveis afetam a sua ocorrência. O presente artigo tem como objetivo o levantamento e análise das publicações realizadas no Journal of Applied Behavior Analysis entre 2015 a abril de 2020 sobre ressurgência, buscando investigar as principais aplicações das descobertas da pesquisa básica e aplicada sobre este fenômeno, identificando os aprimoramentos que uma intervenção comportamental deve seguir para torná-la mais eficaz. Em geral, os resultados sugerem generalizar do contexto terapêutico ao contexto natural do cliente, prolongar o tratamento gradativamente, preparar o cliente para o término do tratamento e ensinar múltiplas formas de comportamento adequado. Todos esses fatores podem mitigar a ressurgência comportamental.