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This cluster randomized controlled trial (RCT) study conducted in Southern Finland investigates the effectiveness of a universal mindfulness-based intervention (MBI) in classrooms in improving emotional well-being and regulation among adolescents with elevated inattentiveness and/or hyperactivity-impulsivity. The study comprised 342 students, divided into an MBI group, a relaxation control group, and an inactive control group. Positive affect (PA) and negative affect (NA) and emotion regulation strategies (rumination, acceptance, catastrophizing, positive reappraisal, and self-kindness) were measured at pre- (T 0 ), postintervention (T 9 ), and 26-week follow-up (T 26 ). The intervention effects were analyzed among all participants and by gender and symptom type. Compared to the controls, there was a beneficial effect for the MBI group in relation to acceptance at T 9 ; acceptance remained at the baseline level in the MBI group but decreased in the inactive control group. Conversely, in the inactive control group, rumination decreased at T 9 , and positive reappraisal increased at T 26 compared to the MBI group. The MBI had no other detectable effects. The results on emotion regulation strategies varied by gender. These findings do not provide convincing evidence that universal MBIs improve emotional well-being among students with elevated inattentiveness and/or hyperactivity-impulsivity. More research is needed to determine whether the programs are beneficial for all adolescents, regardless of mental health status.

Literacy acquisition in Brazilian public schools remains a major educational challenge, particularly for students with a history of academic failure or diagnosed developmental disorders. This study evaluated the effects of the initial teaching module from the program Aprendendo a Ler e a Escrever em Pequenos Passos (ALEPP) on 16 third- and fourth-grade students from a public elementary school, including seven with diagnoses such as Intellectual Disability, ADHD, and Cerebral Palsy. A mixed quasi-experimental longitudinal design was employed to contrast periods of exposure to regular school instruction alone with periods that included ALEPP Module 1, combining repeated measures with a staggered introduction of the intervention across groups. After exposure to the ALEPP module, students in both groups showed significant improvement in reading and writing performance, with scores increasing from averages below 15% to above 90% on trained tasks. Gains were maintained in follow-up assessments six months later. Additionally, several participants generalized learning to novel word combinations, and increased scores on the Verbal Comprehension Index of the WISC were observed. The study also demonstrated the effectiveness of individualized complementary procedures, based on functional behavioral analysis, in addressing specific learning difficulties. These results reinforce the potential of instructional technologies based on the equivalence paradigm and exclusion procedures to promote literacy in educational contexts.

Abstract Differential reinforcement of alternative behavior (DRA) reduces challenging behavior and increases alternative responding when implemented as designed. Deviations from treatment protocols (i.e., fidelity errors) reduce the efficacy of DRA. To understand the effects of fidelity errors during DRA, researchers have used multielement and reversal designs but have not directly compared effects of fidelity errors across designs. The present experiments compared effects of fidelity errors on DRA using reversal and multielement designs in a translational arrangement. Twelve undergraduates experienced a computer program in which alternations between DRA with 100% fidelity (DRA 100%) and DRA with 50% fidelity (DRA 50%) occurred according to both multielement and reversal designs. Six participants experienced signaled conditions (Experiment 1), and six participants experienced unsignaled conditions (Experiment 2). Results replicated previous reduced‐fidelity research in that more target responding occurred during DRA 50% relative to DRA 100%. This was true regardless of design type and presence of signals. However, when DRA 50% and DRA 100% were rapidly alternated without signals, participants engaged in less target responding during DRA 50% and more target responding during DRA 100%. Implications of the present experiments include considerations related to design selection and presence of signals within multielement designs during evaluations with procedural fidelity manipulations.

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Abstract To establish a behavioral framework for understanding social media use, we assessed the validity of the Social Media Use Functional Assessment (SMUFA), a survey instrument assessing functional categories of use (i.e., attention, escape, sensory, and tangible). Participants included 357 university students. We conducted exploratory and confirmatory factor analyses, and after reducing items, a three‐factor model (attention, escape, and sensory and tangible) identified a good fit. We also examined associations between the SMUFA and two other established social media scales. Total SMUFA scores generally correlated with the Social Media Disorder Scale ( r = .48) and the Bergen Social Media Addiction Scale ( r = .66) and had a weaker correlation with the Social Media Engagement Questionnaire ( r = .31). Practical and conceptual issues related to assessing problematic social media use are discussed.

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Abstract Researchers have examined differences between free‐ and restricted‐operant teaching arrangements while equating response and reinforcement rates. Preliminary data suggest that nonhuman organisms acquire novel discriminations more quickly under free‐operant arrangements (Hachiya & Ito, 1991). In contrast, Bulla et al. (2024) found that humans learned novel discriminations more efficiently under restricted‐operant arrangements. This study systematically replicates Bulla et al. (2024). We taught participants to say the corresponding numeral 0–10 for Hindi, Eastern Arabic, and Mandarin numbers. We assigned each number set to a free‐operant, restricted‐operant, or control teaching arrangement. The study assessed the effects of each arrangement across two phases: (1) acquisition and (2) frequency building. Additionally, data were collected on measures of fluency outcomes. Results suggest that participants acquired novel discriminations more quickly under restricted‐operant arrangements. No major differences emerged in fluency outcomes when response–reinforcer relations remained equal. Procedural modifications are discussed to clarify distinctions between basic and translational findings.

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