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Este estudo realizou uma revisão de escopo para investigar a relação entre o uso problemático de tecnologias (como internet, videogames, smartphones e mídias sociais) e o desconto temporal, que reflete a preferência por recompensas imediatas em detrimento de atrasadas. Utilizando o protocolo PRISMA-ScR, foram analisados artigos de sete bases de dados (PubMed, PsycInfo, Scopus, entre outras), seguindo etapas de identificação, se­leção, elegibilidade e inclusão. A busca combinou termos como “Delay discounting AND Problematic Technology Use”, com critérios que incluíram estudos correlacionais ou experi­mentais publicados entre 2010 e 2024, revisados por pares e redigidos em português, inglês ou espanhol. Foram incluídos 50 artigos que indicaram uma relação positiva entre o uso excessi­vo de tecnologias e altas taxas de desconto temporal. As bases teóricas abarcaram a economia comportamental (e.g., teoria da patologia do reforço) e a análise do comportamento (e.g., Behavioral Perspective Model). O desconto temporal foi avaliado com reforçadores como dinheiro, tempo de uso e curtidas, medidos por instrumentos padronizados ou adaptados. O uso problemático foi associado ao consumo de internet, mídias sociais, jogos e música, avaliado diretamente (tempo de uso) ou indiretamente (autorrelato). O estudo contribui para entender como o uso excessivo de tecnologia pode afetar a tomada de decisão

Abstract Behavior analysts regularly support clients with complex needs who require consultation and direct services from professionals spanning multiple disciplines. Many of these disciplines have begun to call for a higher level of cooperation and cotreatment in the form of interprofessional collaboration. Effective interprofessional collaboration requires not only specialized expertise within one’s discipline but also skills related to relationship-building, respectful and compassionate communication, and teamwork across disciplines. These skills can be cultivated through deliberate and planful interprofessional education experiences for graduate students that teach collaboration competencies while also preventing the development of disciplinary centrism and bias. There are many possible strategies and considerations for embedding interprofessional education into Applied Behavior Analysis (ABA) training programs, and such experiences may vary in size, scope, and cost, as well as other practical features related to feasibility. In this paper, higher education faculty representing multiple disciplines propose a model for creating workshop-style interprofessional educational experiences to seed graduate students’ interprofessional collaboration skills in the provision of services to future clients.

A Despersonalização/Desrealização (DP/DR) é uma experiência psicológica mar­cada pela sensação de estranhamento, desconexão e irrealidade em relação ao self e ao mundo ao redor. Esses sintomas parecem estar relacionados com uma maior dificuldade de experi­mentar eventos psicológicos, e possivelmente com uma menor flexibilidade psicológica. A Terapia de Aceitação e Compromisso (ACT) destaca a importância da flexibilidade psico­lógica para a saúde mental. Dessa forma, o presente estudo teve o objetivo de investigar a relação entre flexibilidade psicológica e sintomas de DP/DR em estudantes. Foi realizado um estudo transversal onde foram coletados dados online de 94 estudantes, a maioria do gênero feminino e cursando enfermagem. Foi encontrada uma correlação negativa moderada entre os escores totais de flexibilidade psicológica e DP/DR, assim como entre subescalas específi­cas relacionadas à abertura à experiência e à despersonalização. Esses resultados indicam que indivíduos com mais sintomas de DP/DR tendem a ter menor flexibilidade psicológica. Essas descobertas sugerem que abordar a flexibilidade psicológica, especialmente nos processos de abertura (aceitação e desfusão), pode ser útil no tratamento dessa população, o que requer investigação adicional.

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Abstract We examined the use of a paired stimulus preference assessment (PSPA) to identify preferred items of two adult male western lowland gorillas (Gorilla gorilla gorilla). Subsequently, we validated the most preferred items as reinforcers by assessing the gorillas’ participation in cooperative care-related daily training (also known as husbandry training) where these items were used. Frequency data were collected for the number of times each item was selected during preference assessments and the number of correct short-latency responses from the gorillas during the validation. Results indicate that items identified as preferred in the PSPA functioned as reinforcers for previously learned behaviors during training sessions. We describe the use of the PSPA as an efficient means of identifying potential reinforcers for husbandry training in the zoological setting and demonstrate an embedded methodology to validate the value of items selected frequently in a PSPA.

Multi-tiered Systems of Supports (MTSS) is a framework for organizing and providing school-based support in various areas such as academics, behavior, social and emotional development, and mental health. A foundational aspect of MTSS is evaluation, including the fidelity of alignment. For over a decade, scholars have proposed frameworks for school counselor (SC)/MTSS alignment. However, the extant literature is missing an assessment with valid scores for measuring SC/MTSS alignment. Accordingly, the aim of the present study was to develop and validate scores on the School Counselor/MTSS Alignment Scale (SC/MTSS-AS), a newly developed assessment for measuring SC/MTSS alignment among three independent U.S. national samples of SCs. The three following aims of this study included: (a) testing the dimensionality of scores on the SC/MTSS-AS, (b) confirming the emergent factor structure with a second independent sample of SCs, and (c) testing the convergent validity of scores on the SC/MTSS-AS. Results of internal structure validity testing revealed and confirmed a five-dimensional MTSS alignment model, including a higher-order latent factor of total MTSS alignment. Convergent validity testing also supported the psychometric properties of the SC/MTSS-AS.

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Abstract This study explored bilingual approaches to establishing communication repertoires for culturally and linguistically diverse nonverbal autistic children. We explored concurrent English and Spanish mand instruction across language‐specific contexts (i.e., blocked vs. shuffled language trials). Participants first received communication intervention in a blocked context (e.g., first half in English), followed by communication intervention in a mixed‐language context (i.e., shuffled trials). Mixed‐language probes were incorporated throughout the evaluations to detect the emergence of conditional discriminations specific to the present linguistic context (i.e., therapist language). Participants established linguistic discrimination for topographically distinct forms of functional communication with minimal formal language discrimination instruction. These findings suggest that a communication intervention including elements of bilingualism can be effective for both establishing functional communication and discriminating the contexts in which certain responses are likely to be reinforced (i.e., linguistic discrimination).

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