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Abstract The potential utility of artificial intelligence (AI) in applied behavior analysis (ABA) is an emerging discussion. There has been limited investigation on the current use, acceptability, or limitations of common AI tools within the field. The current study contributes to these topics by comparing expert clinician and AI (ChatGPT‐4) responses to questions specific to ABA. Fifty‐one behavior analysts were recruited as participants and indicated their preference for and level of agreement with ChatGPT‐4 versus human clinical team responses in a blind assessment. Next, participants' distinctions between the two response sources were evaluated. Finally, participants were asked about their current use of AI to aid in their behavior‐analytic work. Participants significantly preferred and agreed more with ChatGPT‐4 responses than with human responses. Participants could not reliably discriminate between ChatGPT‐4 and human responses. Some of the participants (15.69% of sample) indicated they have used AI to assist in aspects of behavior‐analytic work.

Check-In/Check-Out (CICO) is a widely implemented, evidence-based Tier 2 behavior intervention used primarily in schools implementing Positive Behavioral Interventions and Supports (PBIS). The purpose of this national extant study was to examine the implementation patterns using an extant database of 24,425 students within 1,766 schools across 40 U.S. states using a data-decision system for entering and reviewing CICO data. We used descriptive analyses and a Poisson regression model to examine the patterns of implementation and identify predictors of student participation in CICO. Findings showed that the most common months for students to begin participating in CICO were September and October (elementary and middle schools) and October and November (high schools). The average number of students supported in CICO in elementary schools was 13.12, middle schools was 17.90, and high schools was 8.43. In addition, several variables were found to be significantly and positively associated (percentage of students receiving free and reduced price lunch [FRL], school size, schools in towns, and Tier 2 PBIS implementation fidelity) and others negatively associated (percentage of non-White students, high schools, schools in cities, and rural areas) with student participation in CICO. Implications for how school teams can scale-up CICO to support more students early in the school year and improve student participation in CICO are discussed.

Abstract This paper summarizes the ways in which the recent effort to dismantle the federal government is harming children. It then describes things that you can do to contribute not only to reversing the harm to the government but advancing a society that sees to the well-being of every person. The effort starts with clarifying our values. Research over the past fifty years shows that people are most likely to thrive in an environment that minimizes cruelty and coercion and richly reinforces prosocial behavior. One way to advance such an agenda is to create poignant messages that tell stories about the harm that is being inflicted on so many people. The paper describes a system that is being developed to do this and ways that behavior analysts can contribute to it. A second thing that you can do is create Action Circles that enable groups of ten to twelve people to achieve a specific goal that contributes to mobilizing people to work for change. The paper closes with some thoughts about the problem we all face in taking a stand in the context of growing efforts to intimidate those who act to advance a caring society.

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Abstract Discounting is a pervasive phenomenon in human decision making and has been extensively studied across disciplines. This article focuses on area under the curve (AUC) as a popular measure of discounting. We provide a comprehensive review of AUC in relation to discounting, focusing on its atheoretical underpinnings and methods to calculate the measure. Additionally, we delve into the limitations of traditional AUC measures and limitations of more recent modifications of AUC (i.e., ordinal and logarithmic AUC). First, authors using AUC do not routinely report whether and how they impute an indifference point at the y ‐intercept, which is critically important when using the ordinal or logarithmic versions. Additionally, the ordinal version of AUC requires removing the x ‐axis information (e.g., delay, odds against, social distance, etc.) and replacing them with ordinal values. The logarithmic version of AUC often introduces nonintuitive values on the x ‐axis that lead to a high likelihood of miscalculations. We propose that authors always impute an indifference point at the y ‐intercept—when such data were not collected—and propose a novel method to shift indifference points that leads to a more intuitive logarithmic AUC calculation. An R package and Excel workbook to help calculate AUC are also provided and discussed.

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This study evaluated the use of multi-component coaching for school-based professionals at the building level in facilitating implementation of Prevent-Teach-Reinforce (PTR), a manualized functional behavior assessment and function-based intervention model for students with persistent externalizing behavior. Three school-based professionals (two behavior specialists and one student support staff member) received training to facilitate PTR implementation through a 2-phase multi-component coaching process, which included co-facilitation with researcher followed by independent facilitation with a second dyad. Six teacher-student dyads from three public southeastern U.S. schools participated in this study, with two dyads assigned to each school-based professional. Using a nonconcurrent multiple baseline design across students, the impact of PTR interventions on student behaviors were assessed. Additionally, PTR facilitation fidelity and teacher implementation fidelity were evaluated to discern outcomes of the multi-component coaching process for school-based professionals. Results indicated that school-based professionals facilitated the PTR model with high levels of fidelity, leading to teachers implementing behavior intervention plans with fidelity. Further, student behavior improved when school-based professionals facilitated the PTR model. Social validity assessments with the school-based professionals, teachers, and students indicated that the multicomponent coaching, PTR process, PTR intervention strategies, and their outcomes were acceptable and satisfactory.

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Teachers of students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD) report managing challenging behavior as one of the most difficult aspects of their work. Evidence-based practices (EBPs) in behavior management can assist teachers in increasing positive behavior in their students with ASD/IDD; however, evidence suggests that teachers may not use EBP effectively. To support teachers in integrating EBP into their practice to increase positive behavior in their students, we developed Communities of Research and Practice (CoRP). In CoRP, classroom teams and researchers in a Mid-Atlantic U.S. state met monthly to discuss how specific EBP could be combined with teachers’ practical expertise to meet the unique needs of their students. In a pilot randomized controlled trial, no significant pre–post differences were found between CoRP and a business-as-usual comparison group on teacher-reported knowledge and use of EBP; however, CoRP participants reported significantly greater decreases in student conflict and challenging behavior. In addition, participants found CoRP valuable and feasible, with high attendance and completion rates. Implications for reducing the research-practice divide are discussed.

Uma parte considerável das intervenções da Terapia de Aceitação e Compromisso (ACT) envolve o uso de metáforas. Segundo a Teoria das Molduras Relacionais (RFT), metáforas podem ser compreendidas como respostas relacionais arbitrariamente aplicáveis que envolvem o estabelecimento de relações de coordenação (equivalência) entre relações (e.g., A:B = C:D), com o objetivo transformar a função de um dos eventos relacionados (e.g., sendo A um evento reforçador, B, C e D poder ser reforçadores derivados caso a relação entre eles seja de igualdade). O presente artigo tem por objetivo apresentar uma análise de metáforas amplamente difundidas na ACT a partir dos conceitos fornecidos pela RFT. Partindo do modelo utilizado por Foody et al. (2014), cinco metáforas da ACT com diferentes tipos de objetivos terapêuticos são analisadas, envolvendo os processos de desfusão, aceitação, self-como-contexto e outros. Por fim, são apresentados também: (1) o uso de metáforas complexas, compostas por múltiplas relações; (2) a adaptação de metáforas a partir de uma compreensão funcional e não topográfica; (3) exercícios didáticos para orientar o repertório de leitor no refinamento das competências clínicas que envolvem o uso de metáforas na ACT