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Abstract Sustainable development has become a mandatory agenda for all societies, and the United Nations’ (UN) Sustainable Development Goals (SDGs) summarize a consensus on actions and targets to be promoted in all environments (social, governmental, organizational, etc.). Under this consensus, however, cultural practices persist that harm or compromise the survival of vulnerable populations, such as the observed impacts of some renewable energy projects that result in forced displacement, or suppress the necessary living conditions for social and cultural reproduction. This article examines this issue and argues that the concept of sustainability, as supported in the SDGs, does not dispense with a commitment to the inclusion of vulnerable populations; on the contrary, it inescapably presupposes it. Ignoring inclusion as a necessary dimension of sustainability may lead to cultural practices that result in what the article proposes to label as negative cultural cusps.

Abstract Multiperson activity schedules involve pairs and small groups of individuals who work cooperatively to accomplish tasks, and capitalize on the benefits of independent activity schedules, such as minimizing the need for adult prompting and increasing independence with complex tasks. This review aimed to (a) identify contexts in which multiperson activity schedules have been applied; (b) identify characteristics of the independent variable; (c) describe the dependent variable; (d) analyze the results of the studies; (e) examine the social validity of multiperson activity schedules; and (f) investigate the quality of the single-case research studies using the Single Case Analysis and Review Framework. We conducted a systematic search of two electronic databases and identified 146 articles and dissertations that were screened; of these, 11 met the inclusion criteria. Across a variety of cooperative tasks, the majority of studies demonstrated strong functional relations and positive effects on engagement, cooperation, and task completion. Despite generally promising findings, methodological limitations were common, including insufficient procedural fidelity and reliability data, limited assessment of maintenance and generalization, and inconsistent measurement of social validity. Overall, multiperson activity schedules appear to be a promising intervention, though stronger research rigor and more comprehensive reporting are needed. Practitioners could consider embedding multiperson activity schedules within naturally occurring classroom routines and collaborative activities to promote sustainable peer engagement while systematically planning for fading, generalization, and long-term independence.

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The purpose of this study was to expand the praise literature by examining K–12 teachers’ preferences for praise and whether their acceptability for praise as a behavior management tool declines as grade level increases. Teacher acceptability and preferences for praise and reprimand were collected through the Teacher Praise and Reprimand Preference Survey (TPRPS), which is a survey adapted from the previously existing Adolescent Preference for Praise Survey (APPS). One hundred forty teachers from rural, suburban, and urban school districts in the U.S. completed the TPRPS survey. Results showed that as grade level increased, teachers reported praising students less frequently for academic work and appropriate behavior. Significant differences were found between elementary and secondary teachers’ preferences for praising students’ work and behavior. Compared with high school teachers, elementary teachers preferred to praise students out loud for doing their work, and elementary and middle school teachers preferred to reward students (out loud and quietly) with points, tickets, or token economies for work. This study provides insight into teachers’ acceptability and preferences for praise and reprimand, and results may help consultants support teacher praise, especially among secondary teachers.

ABSTRACT The present study examined the effectiveness of a teacher‐implemented Differential Reinforcement of Alternative Behavior (DRA) with prompting intervention on mealtime behavioral challenges among preschool children with developmental disabilities. Four preschool‐age children participated in this study, each exhibiting problematic mealtime behaviors, including crying, kicking, selective eating, and difficulty maintaining attention during classroom mealtimes. This study used a multiple baseline design across participants, lasting two months with 9–42 intervention sessions, and a 10‐min whole‐interval sampling recording procedure during mealtimes in preschool. The intervention specifically focused on establishing three appropriate mealtime behaviors: independent use of a spoon, quiet sitting, and maintaining focus on the eating task during mealtimes. Classroom teachers delivered individualized DRA protocols by providing reinforcement contingent on appropriate mealtime behaviors, while simultaneously placing inappropriate behaviors on an extinction schedule. The prompting procedures were systematically withdrawn when the children demonstrated increasingly consistent performance. The intervention resulted in significant improvements in appropriate mealtime behaviors and a reduction in problematic behaviors for all participants. Positive mealtime behaviors were sustained during subsequent snack‐time observations conducted in the post‐intervention phase. The teacher reported high satisfaction with their effectiveness but also identified practical challenges in implementing the procedures while managing broader classroom responsibilities.

ABSTRACT Equivalence‐based instruction (EBI) is a pedagogy that utilizes principles of stimulus equivalence and derived relations to promote generative learning outcomes. Much of the research has been conducted using computer‐based programs with college students. The present study investigated the effect of EBI in teaching coin concepts to four second‐grade students in a general education setting, who were taught in pairs. Participants learned content that included American coins and corresponding names and values. The researcher directly taught two selection‐based relations and measured the participants' performance across 16 relations that involve both production responses. The researcher employed a simple‐to‐complex protocol to implement EBI and utilized Pear Deck to teach two relations directly in a small‐group setting with 2 participants simultaneously. The results demonstrated that EBI successfully established coin equivalence classes across all four participants, demonstrating novel instructional arrangements that can be incorporated into naturalistic educational settings to address common educational standards.

ABSTRACT Leisure activities enable individuals who have cerebral palsy with multiple disabilities to utilize their leisure time effectively and efficiently. By ensuring they have enjoyable experiences during this period, leisure activities play a significant role in their lives. In the literature, there are very few studies that focus on teaching leisure skills using picture activity schedules. However, no research has been found that explores teaching leisure activities using video‐supported picture activity schedules via tablets. Therefore, this study aims to teach leisure activity to individuals who have cerebral palsy with multiple disabilities using video‐supported picture activity schedules delivered through tablets. The study included three participants, aged between 9 and 10 years. The findings indicate that the video‐supported picture activity schedule is an effective intervention for acquiring target skills. Additionally, it was observed that the participants maintained and generalized the skills acquired even 1, 3, and 4 weeks after the intervention concluded. Despite the strong findings, the study has limitations such as the short follow‐up durations and a small number of participants. There is a need for research that includes longer observation periods and tests the effectiveness on a broader range of participants and skills.

ABSTRACT Autistic students with co‐occurring conditions often need additional support in mathematics. Precision Teaching (PT) has shown promise in this area, but its application has primarily focused on typically developing students, employing strategies, such as choral responding, that are less accessible to those with complex needs. Evidence is limited on PT's effectiveness for autistic students with co‐occurring conditions, particularly when implemented by frontline staff rather than PT experts. This study addressed these gaps. Five autistic students with co‐occurring conditions participated; all had Education, Health and Care Plans and attended a special education school in England, and four completed the study. Instruction focused on identifying equivalent amounts of money using worksheets and flashcards. Two concurrent multiple‐baseline across‐participant designs with two tiers were used. Instruction employed learn units and frequency‐building, delivered by CABAS teachers in sessions lasting on average 20–25 min. Participants improved, with gains maintained post‐instruction and small positive effect sizes. Participants performed well on most fluency assessments and demonstrated emerging skill application. Students with substantial differences in academic performance can benefit from PT, and frontline staff without PT expertise can implement it. However, functional relations were not fully demonstrated, feasibility remains a concern, and further research is needed.

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Although many studies have focused on increasing cooperation among children with autism, very little research exists on teaching children with autism to discriminate when they should and should not cooperate with an adult-delivered instruction. Refusing to cooperate with some instructions in some contexts could prevent a child from becoming a victim of sexual or other forms of abuse. In this U.S. study, we used behavioral skills training with video modeling to teach three children with autism to discriminate the conditions under which they should not follow an instruction to remove their shirt. A multiple-baseline design was used to evaluate the effects of the procedure. The procedures were effective for all participants. We discuss the results in terms of teaching general self-advocacy skills to this population.