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Abstract Dr. Warren Bickel tirelessly investigated delay discounting (DD), a behavioral economic index of impulsive decision making, as a determinant of numerous health outcomes. Among the factors that contribute to a person's level of DD, a burgeoning body of research has illuminated its genetic foundations and the extent to which it may be a mechanistically informative phenotype for genetic contributions to addiction, obesity, attention‐deficit/hyperactivity disorder, and a wide array of other health behaviors. In this review, we provide a concise history of quantification of DD as a human decision‐making phenotype, tracing its origins from economics and operant learning theory, and critically synthesize the existing evidence on its genetic architecture. Finally, despite innate genetic contributions, we also discuss evidence that DD is a modifiable health behavior, with high potential in precision medicine.

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ABSTRACT The primary purpose of this study was to determine the extent to which teachers could implement the Inclusive Superhero Game (ISG), an intervention derived from the unknown dependent group contingency (DGC), to increase inclusive, helping and positive or general interactions between students with and without special education needs (SEN) across two inclusive education classrooms. Specifically, the focal SEN students across both classrooms had diagnoses of dyslexia and an anxiety disorder. Additionally, this study assessed the effects of the ISG functioning as a classwide behavior management strategy. Lastly, the social validity of the intervention was assessed from the perspectives of both the teachers and the students. A reversal design was employed to compare the effects of the ISG to baseline conditions. The ISG was found to be effective in increasing each interaction type among students and somewhat functioning as a classwide behavior management strategy. Overall, the intervention was found to be socially valid. This is the first study to show that the unknown DGC is effective at increasing inclusive, helping and positive or general interactions between SEN and non‐SEN students in inclusive education classrooms.

Abstract Few contemporary single-case experimental design (SCED) studies are purely inductive; inductive studies seek to explore and discover new environment-behavior relations. Rather, most contemporary SCED studies are more deductive as they evaluate and confirm whether standardized intervention approaches, based on established principles of behavior, improve socially significant responses. Recognition of an inductive-deductive research continuum in SCED discloses potential researcher biases, supports transparent research and reporting practices, and prevents questionable research practices. SCED researchers have historically eschewed hypothesis testing. As a result, contemporary SCED researchers may not disclose explicit research questions, including questions that indicate a study’s predicted direction of behavior change. However, research questions for more inductive and exploratory studies are best framed as open-ended (i.e., what are the effects of X on Y?), whereas research questions for more deductive and confirmatory studies are best framed directionally (e.g., will X improve Y?). If researchers have a hypothesis or prediction about the nature of results, they should explicitly state this prior to the study.

Abstract Early-life environmental enrichment (EE) is widely promoted as a route to building resilience and competence, yet these benefits rarely persist when adult environments lack opportunities for agency. Resilience and competence are behavioral properties of current reinforcement contingencies, not internal traits. Across species, early EE fails to compensate for adult environments that withdraw stimulus support or eliminate response–outcome contingencies, producing generalization decrement, extinction-driven behavioral collapse, and negative contrast. Early EE may enhance functional capacity, but positive animal welfare requires sustained agency in adulthood. Welfare strategies should therefore prioritize adult environments that provide reliable choice and instrumental control, with early EE playing a supportive rather than protective role.

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Abstract This study investigated the extent to which differences in subjective time perception corresponded to measures of delay discounting. Thirty-nine college students served as participants. Participants were first instructed to estimate five different durations of time ranging from 5 s to 120 s. From these estimations, participants were grouped based on an average deviation score (DS). Participants then completed a standard hypothetical monetary delay-discounting interview for delayed $1,000 and $10,000. Ten delays between 1 day and 25 years were used. Area under curve (AUC) measures were calculated and compared across groups and conditions. Mean AUC measures significantly differed across groups in $1,000 and $10,000 conditions. Participants in the negative DS had significantly greater AUC values compared to the positive DS group. Similar magnitude effects were observed for both groups. The results of the current study provide support for including subjective time perception variables in our understanding of the mechanisms influencing delay discounting.

Abstract Social validity is fundamental to upholding the applied and effective domains of ABA, but it remains underreported in the literature. This study aimed to explore the social validity of teacher-implemented Precision Teaching (PT) from a student’s perspective. A total of 81 students from second and third-grade classrooms in educationally disadvantaged schools in the Republic of Ireland participated in this study. Students shared their perspectives of participating in a PT and Frequency Building intervention with the Morningside Math Facts Curriculum. Focus groups were conducted to promote open honest dialogue. The data were analyzed using reflexive thematic analysis. Three key themes were generated from the data specifically (a) Students as Active Drives in Their Learning, (b) Learning Can Be Hard. Nurturing Environments Are Key, (c) Punished by Rewards? Fostering Engagement through Positive Reinforcement. Generally, students’ accounts portrayed PT as a socially valid approach to learning across all three levels of social validity: the social significance of their goals, the social appropriateness of procedures, the social importance of effects. Implications of the findings for research and practice are discussed alongside strengths, limitations and recommendations for future research.

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