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ABSTRACT As an extension of a recent study on the two metrics of expertise for keynote and other invited speakers at behavior analytic conferences in the United States, this study evaluated 63 continuing education presentations provided by keynote and invited speakers at 17 conferences in Canada during 2021, 2022, and 2023. For each keynote and invited presentation, researchers used Google Scholar to count each speaker's (a) peer‐reviewed publications on their presentation topic and (b) total peer‐reviewed publications. Results across all 3 years indicate that over 50% of speakers had zero topic‐specific publications and the percentage of speakers with zero topic‐specific publications increased slightly across the 3 years. Results also indicate that over 50% of speakers with zero topic‐specific publications did not have any peer‐reviewed publications. We discuss the findings within the context of other recent studies and changes to guidelines for selecting speakers.

Abstract The present study evaluated the efficacy of a classwide appetitive Pavlovian conditioning protocol implemented in two inclusive kindergarten classrooms. Each classroom enrolled similar distributions of typically developing children and children who were either eligible for special education services or diagnosed with autism spectrum disorder. Two Pavlovian conditioning trials (CS+ ➔ US) and two unpaired trials (CS‐ ➔ no US) per day were superimposed on normal classroom activities at random times. Conditioned responses (i.e., positive emotional responding and attention directed to the CS) were recorded during the CS+ and CS‐ events. In both classrooms—one in which the teacher verbally specified the Pavlovian contingency and one in which they did not—the CS+ evoked significantly more of both conditioned responses in typically developing children. Children with developmental disabilities showed significantly more CS+‐evoked attention, but the effect size was smaller than among typically developing children. The CS+ did not evoke significantly more positive emotional responding in the children with developmental disabilities unless the teacher verbally specified the CS+ ➔ US contingency. Such procedural refinements may be important if a therapeutic appetitive CS is to influence adaptive operant behavior via, for example, conditioned reinforcement or Pavlovian‐to‐instrumental transfer in children with developmental disabilities.

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Abstract Xenophobia involves the display of prejudiced, discriminatory, or aggressive behavior toward foreigners or individuals unfamiliar with the environment. According to the United Nations High Commissioner for Refugees, approximately 130.8 million people, including 5.6 million Venezuelan citizens, are currently forcibly displaced, living in territories where they are foreigners. Institutional helplessness, rejection, and xenophobic behavior are often observed when they seek shelter. It is urgent to investigate this phenomenon to propose interventions aimed at preventing the emergence of this aversion and the worsening of xenophobic behaviors. This study examined 102 Brazilian individuals’ explicit and implicit xenophobic attitudes toward Venezuelan immigrants. Explicit attitudes were measured through a questionnaire, and implicit attitudes were evaluated by observing individuals’ differential response rates in a Functional Acquisition Speed Test (FAST). Results suggested explicit attitudes not marked by negative bias and implicit attitudes possibly negative biased, particularly among participants from cities that have welcomed more refugees. The study also revealed that questionnaire-measured lower xenophobia levels correlated with better performance in the FAST inconsistent block, which counteracts xenophobic bias. Stratified data allowed insights into how the environment may influence xenophobic bias, explicit and implicit attitudes, and how individuals with and without direct experience with refugees hold different opinions on related issues.

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