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Abstract Workload (e.g., direct client responsibilities, supervision, administration, and travel) within applied behavior analysis-based service provision may pose significant challenges for behavior analysts and trainees. Intensive workloads may result in overwork and related ethical issues, such as service and supervision quality issues, personal health issues, and availability of behavior analysts (e.g., absenteeism, turnover, and attrition). This survey of behavior analysts and trainees ( N = 322) indicated that the average workload exceeded average employee expected workweek hours and recommended client assignments. Behavior analysts’ and trainees’ job responsibilities included many responsibilities beyond client services (e.g., supervision, administration, and travel). Many of these activities remained uncompensated. Respondents reported high levels of work and personal life stressors related to their workload. Owing to the multitude of possible ethical issues related to these workload factors, individuals, organizations, and the field of applied behavior analysis must continue to evaluate these workload variables and enact prevention, assessment, and intervention steps to mitigate overwork for the benefit of the profession and its clients.

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This paper provides an overview of the impact of Ribes and López's (1985) “Teoría de la conducta: Un análisis de campo y paramétrico” (TC) in the context of formal education in general, and on higher education in particular. The following influences are recognized: (a) the distinction between science and technology that has allowed psychological advances to be adequately positioned in relation to theoretical and social problems. And positioning educational psychology as an interdiscipline capable of establish pertinent relationships with other disciplines and professionals; (b) proposal with heuristic potential and novelty in the current educational field; (c) encouraging the conceptual analysis and logical placement of terms used in the school setting, such as the term "learning"; (d) generation of a psychological development theory that extends the logic of TC to other non-school settings and other formative processes; (e) the configuration of a professional identity for the educational psychologist in its own right; (f) the delimitation of the psychological dimension of school education; (g) the construction of models aimed at analyzing diverse factors and processes within higher education; (h) impact on curriculum design and, consequently, on professional training. Finally, reflections are offered on the conditions that have hindered a greater impact of TC.

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ABSTRACT Staff training is an essential component of effective behavior analytic interventions. This study examined behavioral skills training (BST) to teach staff in a juvenile residential facility to conduct appropriate room searches. The participants in the study were four staff members over the age of 18 years old who worked in the facility. All staff increased the fidelity of room searches after BST, however, room searches took less time when an observer was not present. A feedback component was implemented after behavioral skills training if the durations of room searches were shorter when the participant was unaware that they were being observed. Room search duration increased after feedback was delivered.

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Abstract Rats responded under a concurrent‐chains procedure wherein reinforcement magnitude was varied within sessions and oxycodone's effects on sensitivity to magnitude were evaluated in two experiments. In Experiment 1, the alternative providing the larger magnitude was signaled and effects of acute (0.1–1.0 mg/kg) and chronic (1.0 mg/kg, twice daily) oxycodone administration were examined in female and male rats. Under baseline, sensitivity was slightly higher for females than males. Acute oxycodone decreased sensitivity in both sexes, but females were more susceptible to this effect. Effects of chronic administration on sensitivity were somewhat variable; on average, females showed slight tolerance and males showed slight sensitization to this effect. No physical dependence was noted during withdrawal probes. In Experiment 2, the alternative providing the larger magnitude was not signaled and effects of acute oxycodone were evaluated in a separate group of male rats. Sensitivity was higher under baseline, and larger doses reduced sensitivity to a greater extent in Experiment 2 than in Experiment 1. Taken with previous data on oxycodone's effects on sensitivity to reinforcement delay, oxycodone would be expected to leave impulsive choice unchanged in both sexes. Additional analyses revealed that oxycodone's effects on sensitivity in both experiments were baseline dependent: higher sensitivities were reduced to a greater extent than lower sensitivities.

The Andy Lattal Operant Conditioning Laboratory at West Virginia University is a carefully designed learning environment where students become behavior analysts. Andy has applied his deep knowledge of behavioral principles to establish and maintain the expected behavior of good scientists within a harmonious environment, achieved through his masterful use of positive reinforcement and his reluctance to use punishment or coercion. These practices align with those used in organizational behavior management and can serve as a model for other laboratories. This paper extracts some principles that Andy uses in his laboratory and provides examples aimed at inspiring laboratory leaders seeking to eliminate aversive contingencies and foster harmonious and collaborative learning environments. The paper includes an analysis of Skinner’s views on what constitutes “good” to clarify the behavior of a good scientist, a good mentor, and a good person.