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ABSTRACT Recording behavioral data is an essential intervention component for students with challenging behavior. However, a large percentage of behavior analysts experience various forms of data collection integrity (DCI) problems: data not collected, not collected as prescribed, and collected with questionable accuracy. There is limited research demonstrating strategies to improve DCI in applied settings, and even fewer studies addressing problematic data collection in special education classrooms. We evaluate the effect of training classroom teachers to apply well‐established performance management strategies (prompting, checking, praising, and correcting, in vivo) on DCI in classrooms supporting students with severe special needs and behavior disorders. Following intervention, we found that all teachers were able to arrange their classrooms to be more favorable for behavioral data collection and apply performance management skills with positive effects. The resulting improvements in DCI were maintained for 12 weeks in 2 of 3 classrooms. An extension of the same study in a novel classroom replicated the original results and demonstrated that adding a positive reinforcement contingency can improve stability of performance management skills with a greater positive impact on DCI. We discuss the benefits of training teachers to function as performance managers of this essential educational task.

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Abstract Most adults with autism spectrum disorder (ASD) experience challenges acquiring competitive employment (Bush & Tassé, 2017; Holwerda et al., 2012). Of those employed, some settle for positions that do not match their skill level, offer fewer hours, or provide lower pay compared to their neurotypical counterparts (Scott et al., 2019). As such, service providers may feel compelled to accept positions for their autistic clients that do not match their employment preferences or aptitudes. Autistic adults employed in positions unmatched to their strengths or interests may demonstrate performance issues that could adversely affect employment outcomes. In the current investigation, the direct vocational assessment procedures developed by LaRue et al. (2020) were adapted to repair existing jobs held by autistic adults. A direct vocational assessment (DVA) was conducted with three severely impacted autistic adults demonstrating performance issues at their community-based jobs to determine the extent to which their existing job matched their preferences. Using a reversal design, results from individual DVAs informed modifications to primary job responsibilities of participants to evaluate the effects on their performance. Results suggested that modifying unmatched job responsibilities to more closely align with participants’ preferences reduced rates of challenging behavior and increased on-task behavior at work.

Abstract Augmentative and alternative communication (AAC) systems allow individuals with vocal speech delays to meet their wants and needs. However, when signs are used as AAC, the implementers and caregivers must also learn signs. Longo et al. Behavioral Interventions, 37 (3), 713–731 (2022) found that a self-study training (SST) in which adult participants observed videos paired with text was both efficacious and efficient in teaching eight component and 16 compound signs, arranged in a matrix. We systematically replicated SST, with changes to the matrix design and targets evaluated. The dependent variables were text-sign intraverbal and sign-vocal tacts for component and compound targets. Performance in a role play condition was also evaluated before and after training. SST was implemented with three adult participants using a multiple probe design across behaviors (submatrices). For the first two participants, SST of six compound, diagonal targets led to the acquisition of 30 untrained compounds and 12 component targets across modalities (i.e., text-sign intraverbals, sign-vocal tacts, listener responses) and contexts (i.e., role play). Similar results were obtained with the third participant, though acquisition of submatrix 2 was observed following intervention with submatrix 1. These results have implications for designing training to support implementers teaching sign as AAC.

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Abstract We examined the effects of varied versus constant high‐probability (high‐p) instructional sequences on cooperation with a low‐probability (low‐p) task. Three children diagnosed with autism participated. We first conducted an instruction identification phase to verify high‐p and low‐p instructions and then compared varied‐to‐constant high‐p instructional sequences to improve cooperation with low‐p instructions using reversal designs. The results of the study show that the varied high‐p instructional sequence was more efficacious to increase cooperation with low‐p instructions for one participant and that the varied and constant high‐p instructional sequences were equally efficacious for the other two participants. We discuss the implications of these results for the use of the high‐p instructional sequence in practice.

Abstract Decreases in alternative reinforcement and context changes are events that can lead to resurgence and renewal, respectively. Those stimulus conditions are often investigated in isolation within three‐phase arrangements. Recently, studies have examined whether combined decreases in alternative reinforcement and context changes in Phase 3 produce a relapse magnitude different from the summed effects of each change in isolation. In the present study, we examined whether discriminative stimuli paired with target response extinction in Phase 2 would mitigate resurgence when both stimulus changes occurred simultaneously in Phase 3. We used a within‐subjects design and exposed 11 typically developing adults to four 3‐phase arrangements in a randomized sequence: ABB− (resurgence in isolation), ABA+ (renewal in isolation), ABA− (resurgence and renewal), and ABA‐S ∆ . Results indicated that the combined decrease in alternative reinforcement and context change in Phase 3 had a superadditive effect in five participants and an additive effect in four participants and that the discriminative stimulus significantly attenuated these interaction effects for most participants. These results are further discussed in terms of stimulus control tactics for mitigating resurgence produced by contingency and context and changes and future research on the topic of combined relapse broadly.

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Abstract Prior research has found that pigeons prefer to have a choice between two or more alternatives than to have no choice. The implication of this finding is that the preference for choice may be an evolved (or learned) predisposition. The purpose of the present experiment was to test the hypothesis that the preference for choice may be an artifact of bias, a preference for a terminal‐link spatial location. In the present experiment, we followed the procedure used by Ono (2000) in which all terminal‐link choices were followed by a reinforcer 50% of the time and in which the preference to choose would not be differentially reinforced. Three of the pigeons showed a significant initial‐link preference to choose, seven pigeons were relatively indifferent between choice and no choice, and one pigeon preferred the initial‐link no‐choice option. Of the three pigeons that showed a significant initial‐link preference to choose, two showed a strong preference for one of the terminal‐link spatial locations. Further research on the preference to choose should determine whether the preference to choose is motivated by access to a particular terminal‐link location rather than the more cognitive concept of freedom to choose.

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