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ABSTRACT When teaching discriminations, clinicians may choose to teach one target at a time, repeatedly, until mastery (blocked‐trial instruction), or they may choose to teach multiple targets, interspersed, simultaneously (mixed‐trial instruction). Historically, it was recommended clinicians use mixed‐trial instruction at the onset of teaching as blocked‐trial instruction may produce faulty stimulus control. However, a recent study demonstrated that a modified blocked‐trial instructional arrangement was more efficient than mixed‐trial instruction and block‐size fading was unnecessary to maintain discriminated performance in adults with intellectual and developmental disabilities. The generality of these results to early learners is unknown. This study extended the aforementioned research to early learners diagnosed with autism spectrum disorder. Using an adapted alternating treatment design, we compared the rate of acquisition with both instructional formats across two foundational early learner skills. Comparable learning across both formats for all four early learners was observed.

Study objective: To compare the efficacy of two techniques of exposure therapy for acquired fear: presenting a short-duration stimulus many times vs. …

AbstractDifferential observing responses (DORs) are additional response requirements used to promote orientation to a stimulus in a discrimination task. Farber and Dickson (2023) recently provided a DOR taxonomy, and these authors reported that no prior research has compared the effects of distinct DOR requirements. We compared the effects of two DOR requirements on textual responding by five children exhibiting reading deficits. Participants read a daily word list and were required to emit DORs that involved matching the compound or individual elements of the target stimulus. When a word was unknown, emitting the condition‐specific DOR resulted in a tablet‐produced echoic prompt. The DOR that required matching of the individual elements met the acquisition criterion in the fewest days for four participants but was not preferred by any participant. Implications for DORs in a problem‐solving paradigm and conditions contributing to their efficacy are considered.

This paper aimed to compare the performance of the participants in front of Ámselin in its original version and an alternative version that simulates continuous reinforcement (RFC) and extinction conditions in laboratory procedures. Ámselin was administered to 120 university students and four groups were formed and exposed to different phases of each version in the following order: Group 1 Phase 1: original and Phase 2: original, Group 2 Phase 1: RFC and Phase 2: Extinction, Group 3 Phase 1: RFC and Phase 2: original, Group 4 Phase 1: original and Phase 2: Extinction. The results revealed nine differences between the two versions of Ámselin, but 28 had to be found to accept the disparity hypothesis. Therefore, this hypothesis was rejected. Furthermore, Ámselin showed effectiveness in producing frustration responses in participants, confirming results from previous studies.

AbstractThe experimenters compared the relative utility of two types of pretreatment assessments, the competing‐stimulus assessment (CSA) and the paired‐stimulus preference assessment (PSPA), for identifying items to treat automatically reinforced challenging behavior. Five individuals diagnosed with autism spectrum disorder who exhibited automatically reinforced challenging behavior participated. The relative efficacy of the CSA item and the PSPA item were compared during two treatment evaluations: noncontingent reinforcement (NCR) and differential reinforcement of other behavior (DRO). NCR reduced challenging behavior for four of the five participants. For three of these participants, the CSA item was more efficacious than the PSPA item; CSA and PSPA items were equally efficacious for the remaining participants. For two participants, DRO decreased challenging behavior and there were minimal differences in treatment efficacy across CSA and PSPA items. Implications for the utility of the CSA and the PSPA as pretreatment assessments in treatment development are discussed.

No livro de 1974, Skinner apresenta no capítulo 3 sua resposta às criticas que descrevem o behaviorismo (de maneira generalizada) como um tipo de “ambientalismo radical”, adepto das noções de “tabula rasa”, “caixa preta” e “organismo vazio”. O contexto histórico no qual o debate ocorre é importante para uma compreensão da posição de Skinner. O interlocutor privilegiado parece ser a Etologia Clássica de Lorenz e Tinbergen. No esforço para esclarecer a sua posição, Skinner apresenta o comportamento, inclusive os mecanismos de condicionamento respondente e operante, como mais um produto da seleção natural, uma função orgânica, como a respiração e a digestão, abraçando filosoficamente o naturalismo, o selecionismo e o fisicalismo. Ao fazê-lo, implode o dualismo “inato X aprendido” e critica sistematicamente o mentalismo em suas mais variadas formas, inclusive no conceito de “instinto”.

O capítulo “Comportamento Verbal” do livro About Behaviorism foi publicado 17 anos depois do livro Verbal Behavior. Nesse intervalo, debates sobre o valor das proposições de Skinner sobre o tema foram realizados, incluindo as críticas realizadas por Chomsky. O presente trabalho teve por objetivos, com base nos aspectos abordados nesse capítulo, apresentar e discutir os principais desdobramentos da formulação skinneriana para o estudo e a compreensão do comportamento verbal. No capítulo, Skinner reafirma pontos centrais de sua proposta: a noção de significado como produto das contingências de reforço, a rejeição de explicações mentalistas e as distinções funcionais entre os comportamentos de falante e ouvinte. Perspectivas comportamentais desenvolvidas nos anos seguintes, como a teoria da nomeação bidirecional (BiN), o paradigma da equivalência de estímulos e a teoria das molduras relacionais (RFT) ampliaram a base empírica e conceitual sobre as noções de significado, referência, funções simbólicas e relações derivadas entre estímulos. Os esforços atuais para integrar a BiN, o paradigma de equivalência de estímulos, a RFT e a análise skinneriana, buscam uma compreensão mais abrangente dos processos envolvidos no comportamento verbal. O artigo reafirma que, apesar das críticas iniciais, a proposta de Skinner permanece viva e relevante, sustentando programas de ensino e de pesquisa.

Abstract The question for this paper is how we should go about changing the behavior of individuals when we dispense with assumptions of “inner” causes and replace these with the simultaneous effects of shaping by interpersonal social relationships, groups/culture, and society on individuals. We briefly outline some contextual or behavioral ideas of how individual adult behaviors are socially shaped, using observations from social science. We then draw out the implications for behavior change. Strategies for changing contexts in order to change behaviors are discussed as: finding out the behaviors and life contexts, becoming aware of the contexts as change, resolving simple conflicts within their contexts, teaching new behaviors within their contexts, exiting the contexts, changing the contexts directly, building new contexts, and building new language social exchanges. Each of these strategies is discussed separately in terms of societal, group, and interpersonal situations with illustrations and examples. The ethical issues, practical issues, and issues of who does this work are all discussed.

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Abstract Behavior‐analytic interventions are empirically supported treatments for pediatric feeding disorder; however, there are a limited number of intensive feeding programs in the country, making access to services and specialized training difficult. Given the prevalence of this disorder and scarcity of in vivo training resources, clinicians would benefit from computer‐based instruction, such as e‐learning modules. But e‐learning modules have not been tested for feeding protocols. Therefore, we replicated Ibañez et al. (2022) but adapted the procedures to evaluate training modules to teach 14 undergraduate students and two registered behavior technicians to conduct a structured mealtime assessment. The training increased performance for all participants, and we observed generalization to two untrained protocols and novel child behavior. The implications for computer‐based instruction and future directions in this area are discussed.