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Problemas emocionais e de conduta (PECs) podem ser prevenidos a partir de um arcabouço teórico e aplicado que auxilie a organizar ações preventivas dentro de uma abordagem desenvolvimental, que se inicia já na primeira infância. Prevenir PECs é um tema de interesse para analistas do comportamento, e esse interesse pode ser maximizado pela disposição crescente entre esses pesquisadores de contribuir para mudanças em práticas culturais. O objetivo deste estudo é apresentar uma síntese da estratégia de ambientes nutridores à comunidade brasileira de analistas do comportamento, que sirva como diretriz para a construção de uma “cultura da prevenção” no país. Seis publicações de Biglan e colaboradores foram lidas integralmente e identificamos, em uma tabela, as seções/capítulos nos quais os componentes da estratégia de ambientes nutridores são descritos. Em seguida, identificamos cada componente a partir dos subtítulos dessas seções/capítulos e construímos outra tabela, sumarizando os componentes na forma de itens ordenados numericamente. Por fim, reagrupamos esses itens em sete componentes que, para nós, representam a síntese da estratégia de ambientes nutridores. Na discussão, mencionamos a importância de analistas do comportamento dedicarem esforços em pesquisas na área da prevenção e interlocução com o campo da saúde pública. Também apresentamos dois exemplos de intervenção para ilustrar a utilidade da síntese produzida à organização de projetos de prevenção intersetoriais.Palavras-chave: Ambientes Nutridores; Cultura da Prevenção; Primeira Infância; Políticas Públicas; Análise do Comportamento Aplicada.

Abstract From a behavioral community perspective, cyclists’ decisions to wear helmets reflect social and cognitive biases rather than purely rational risk assessment. Despite awareness of helmet safety benefits, many cyclists, particularly students, forget helmets due to perceived inconvenience and an underestimation of risk on short trips. In a university-based intervention, we applied a community-driven behavioral prompting technique by distributing stickers featuring the Bavarian Prime Minister wearing a helmet. This simple cue led to a temporary two- to threefold increase in helmet use. However, the effect diminished over time, highlighting the limitations of this student-driven intervention. Future research should explore sustained behavioral change strategies, integrating repeated or varied prompts to reinforce long-term impact within student communities.

ABSTRACT Nearly four decades of research indicates that young children with developmental delays and autism spectrum disorder (ASD) benefit from receiving behavior analysis services during the earliest, critical years of development. Often these services are provided comprehensively, focus heavily on skill‐building in various key domains, and, in some cases, also focus on ameliorating behavior issues that may impede eventual attendance in a traditional kindergarten. Prior research suggests that select circumstances warrant intervening on challenging behavior in the early years, as it offers the benefit of avoiding more severe presentations and social adjustment issues in the later years. However, there is little empirical research guiding practitioners as to what benchmarks and behavioral goals are age‐appropriate, what perceived issues are most relevant to traditional preschool and kindergarten settings, and to what extent these arise in neurotypically developing peers. This observational study was conducted to build a preliminary database of common early childhood behavior problems, compare rates between preschoolers on the autism spectrum and same‐age neurotypical peers, and identify what rates of challenging behavior may be expected in a neurotypical preschool setting. Results indicated that challenging behavior occurred regularly for most neurotypical preschoolers but at relatively lower rates compared to preschoolers with ASD; in addition, that age and combined rates of challenging behavior were negatively correlated for both groups of participants.

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ABSTRACT Written instructions is a common intervention for training staff; however, the existing literature has been limited in scope and shown varying results. To address some of the limitations of written instructions, recently, researchers have evaluated the effects of enhanced written instructions (i.e., step‐by‐step instructions, written with minimal technical jargon, and may include pictures or diagrams) for training staff. The purpose of this study was to examine the effects of enhanced written instructions (EWI) on necessary skills for novice behavior interventionists and assess generalization of skills within subjects. Results suggested EWI was effective for acquisition and generalization for some skills across participants; however, modified EWI was necessary for acquisition, generalization, or both for other skills.

ABSTRACTHaptic feedback involves the delivery of a vibratory stimulus contingent upon a behavior targeted for increase or decrease. Among other applications, it has been used to prompt initiation of social interactions and increase on‐task time in children with disabilities. In the current study, we used a combination reversal and nonconcurrent multiple baseline design to evaluate haptic feedback delivered via a bracelet to reduce toe walking exhibited by an adolescent with autism and a typically developing young adult. The feedback was effective to reduce toe walking to low levels. In addition, participants reported that the bracelet was helpful to improve their gait. Participants also noted that they would be willing to wear the bracelet outside of research sessions. We discuss the possible behavioral mechanisms responsible for the effects of the haptic feedback and provide directions for future research.

ABSTRACT Research employing parametric analyses of fidelity have demonstrated that some behavior analytic procedures maintain their effectiveness when procedural fidelity is reduced. To date no research has experimentally explored the impact of procedural fidelity errors in Precision Teaching. Thus, the current study aimed to explore the impact of fidelity errors on the “decide” component of the Precision Teaching system. Specifically, the impact of omitting data‐based decision‐making on (a) celeration, (b) bounce or variability, and (c) number of frequency aims achieved. A between groups parametric analysis was employed within which five levels of programmed fidelity (100%, 75%, 50%, 25%, and 0%) were explored. Five mainstream second and third grade classrooms in educationally disadvantaged schools participated. Teachers implemented Precision Teaching and Frequency Building with the Morningside Math Facts Addition and Subtraction curriculum with programmed errors incorporated at differing levels across classrooms. Results suggest that learners can still demonstrate acceptable performance when fidelity on data‐based decision‐making is reduced in the short term. However, more research is warranted with larger sample sizes to ascertain more conclusive findings.

The Good Behavior Game (GBG) is an evidence-based classroom management intervention shown to reduce disruptive classroom behavior in a variety of academic settings. In typical application, the GBG utilizes an interdependent group contingency, and the teacher explains to the students which contingencies are in place and how they relate to behavior (i.e., a rule statement is provided). Given this approach, behavior may change for at least two reasons. First, behavior contacts the reward contingency in place during the GBG. Second, student’s behavior occurs as a function of rule governance (i.e., previous experience with rule statements). In an effort to evaluate which mechanism may be responsible for behavior change during the GBG, the current study used a nonconcurrent multiple baseline design to evaluate behavior during the GBG in the presence and absence of a reward contingency (i.e., rule statement plus contingency or rule statement only) across four second grade classrooms in the Southeastern U.S. Results of the study indicated the reward contingency was a necessary component to yield maximum behavior change. Results are discussed as they relate to implementation of the GBG and its component parts.