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ABSTRACT Feeding difficulties are pervasive for children with autism. The present study investigated the effects of a pairing intervention on cooperation with instructions/acceptance of new foods, inappropriate behaviors, proximity to therapist, and indices of happiness for two children with autism and avoidant restrictive food intake disorder. The researchers sought to examine the effects of an intervention package that did not require restrictive seating or nonremoval of the spoon while assessing caregiver acceptability throughout the procedures. When the pairing intervention alone was not effective to decrease inappropriate behaviors and increase acceptance of new foods, we implemented pairing with shaping procedures. Pairing with shaping was effective to increase acceptance of four new foods for one participant. For the other participant, we ultimately implemented nonremoval of the spoon procedures to increase acceptance of new foods and decrease inappropriate mealtime behaviors. Results have implications for the conditions under which interventions other than nonremoval of the spoon may increase acceptance of new foods for children with autism and feeding difficulties, and how efficacy and efficiency may impact caregiver acceptability.

ABSTRACTEthics guidelines, trainings, and continuing education requirements are frequently updated to reflect the ongoing need to better prepare behavior analysts to face ethical dilemmas in their daily practice. In terms of the ethics trainings that behavior analysts are currently experiencing, they are potentially encountering a narrow and rigid set of trainings and resources, which may then necessitate an expanded approach to ethics. If behavior analysts are not adequately trained and are not supported in developing their ethical repertoire, then these gaps in training can detrimentally impact clients served as well as the field at large. The present study aimed to survey practitioners in the field on their ethics training experiences in supporting their ethical daily practices using questions targeted toward pre‐certification ethics coursework, ethics continuing education units, and ongoing environmental supports. Data suggest that several factors significantly impact practitioner's perception of their ethics trainings (e.g., preparedness and relevance) to complete their job responsibilities in compliance with the Behavior Analyst Certification Board (BACB) Ethics Code. Implications for ethics guidelines and training requirements for the field are discussed.

ABSTRACT Applied behavior analysis (ABA) relies on functional behavior assessments (FBAs) like functional analysis (FA) to address challenging behaviors effectively. FA, the most rigorous FBA method, accurately identifies underlying functional variables, guiding targeted interventions. Despite FA's proven efficacy, its integration into ABA practice is limited. This inconsistency may stem from inadequate training on FA methodologies' strengths and limitations. This study surveyed recognized FA experts to identify their recommendations for selecting FA methods. Fifteen experts participated, sharing insights on backgrounds, training needs, and decision‐making criteria across 11 FA variations. Experts emphasized considering multiple FA methodologies and offered detailed considerations for practitioners selecting FA types as part of the FA process. Their insights have the potential to inform practitioner decision‐making based on expert input.

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ABSTRACT Auditory feedback has various uses across fields conducting scientific research. For the purposes of this literature review, we defined auditory feedback as a brief emission of sound (e.g., a click, a beep) to serve as a consequence for behavior. This review aimed to search across fields for the various uses of auditory feedback to effect behavior change. Through a comprehensive search, including both academic and medical journals, we identified 35 articles for inclusion, ranging from studies about decreasing extraneous body movement to improving sports behaviors to assisting patients to relearn walking skills to relationship building. Overall, the cumulative results of the studies show general effectiveness for auditory feedback procedures with 94.4% of authors reporting positive behavior outcomes. Given the overall reported effectiveness, there is a broad range of applications for auditory feedback, which should be examined through future research across fields, ranging from verbal behavior to artificial intelligence.

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