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O presente estudo teve como objetivo avaliar a expressividade emocional de crian­ças com TEA, por meio de um procedimento informatizado de discriminação condicional envolvendo emoções básicas faladas, expressões faciais em desenhos e situações em vídeos. Participaram do estudo duas crianças com diagnóstico de TEA. Foram utilizados três con­juntos de estímulos (palavras ditadas, emoções em figuras e vídeos) relacionados às emoções básicas alegria, tristeza, surpresa, raiva, medo e nojo/aversão. As tarefas experimentais foram aplicadas por profissionais da Educação Especial, de maneira informatizada, e avaliaram as discriminações condicionais entre emoções faladas-figuras de expressões faciais e emoções faladas-vídeos com cenas envolvendo emoções. Na análise de erros, um participante respon­deu incorretamente nas duas primeiras tentativas que continham figuras e vídeos, enquanto a outra criança apresentou maior número de erros (n=5) nas tarefas que com vídeos, em comparação com as que utilizaram figuras (n=2). Discute-se o uso das figuras, vídeos e ta­refas de discriminação condicional no ensino de expressividade emocional no contexto da Educação Especial.

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Abstract The behavioral theory of timing (BeT), developed by Killeen and Fetterman in 1988, accounts for the performance of animals on many timing tasks using sequences of adjunctive behaviors rather than internal clocks and related cognitive mechanisms as its explanatory principle. The idea that timing was mediated by behavior or, perhaps more correctly, sensations arising from behavior, was in fact proposed in the 19th century by Munsterberg. The article describes some of Munsterberg's work and research that followed it, notably Curtis's extensive study from 1916 of “strains and relaxations” experienced by her participants while they performed a variety of time judgement tasks. An unresolved question both for BeT and the earlier work is deciding whether the behaviors observed, which are found to occur reliably, are necessary for timing tasks to be carried out or are epiphenomenal to other underlying timing mechanisms.

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On May 13, 2016, I introduced myself via an email to Prof. Catania, calling myself “an apostate,” and asked whether I could buy him lunch and ask him some questions. He graciously offered to get together over Skype, which was easier for him, upon returning from ABAI in Chicago. I had nerves in advance of our meeting on Saturday, June 4. I was familiar with Prof. Catania’s legacy in behavior analysis. I very much wanted to avoid saying anything stupid.

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Abstract The Multiscale Molar View of behavior fits with evolutionary theory and with General Process Theory. These two theories combine to afford a monistic ontological basis for understanding behavior as consisting of extended activities controlled by extended behavior–environment relations. General Process Theory casts the world as process and all existences as processes—no objects, no events, and no substance. Although the theory applies to both animate and inanimate things, behavior analysts focus on animate processes. Evolutionary theory conceives of a species as a process, the function of which is to evolve, and the individual members—the parts—as processes, the function of which is to reproduce. All behavior consists of activities, which are processes that ultimately promote surviving and reproducing. Evolutionary theory, process ontology, and the concept of induction provide a powerful conceptual framework for understanding not only behavioral phenomena in the laboratory and everyday life but also for more flexible approaches to clinical applications.

This systematic review and meta-analysis synthesized the body of research on behavioral interventions for improving group engagement. Fifty studies were included ( n = 10 group designs; n = 40 single case designs [SCDs]). Most research on interventions to improve group engagement was conducted in elementary and middle school general education settings. Class-Wide Function-Related Intervention Teams ( n = 6), the Good Behavior Game ( n = 6), Tootling ( n = 8), and multicomponent approaches ( n = 9) were the most commonly reported intervention types. Antecedent strategies that were most commonly embedded in behavioral interventions to increase group engagement were goal setting ( n = 29), precorrections ( n = 24), and teaming ( n = 15). Consequence strategies included group contingencies ( n = 34), points ( n = 21), tangible rewards ( n = 35), and teacher-delivered praise ( n = 24). Meta-analyses of the effect size estimates from SCD studies (SMD = 2.28) and group design studies ( g = 1.69) indicated an overall large and positive effect of the included interventions on group engagement. This effect was not moderated by grade level, inclusion of students with disabilities, number of antecedent or consequence components, or inclusion of a group contingency. Implications for researchers and practitioners are discussed.

ABSTRACT Behavioral Skills Training (BST) is an evidence‐based method for teaching behavioral procedures, but to date, no studies have evaluated its use to train practitioners in implementing Skill‐Based Treatment (SBT). Four behavior technicians received BST, consisting of the four standard procedures (i.e., instruction/rationale, rehearsal, feedback, and modeling), to learn the first three component skills of SBT. Social validity was assessed with a questionnaire evaluating the acceptability and usefulness of the training. All participants reached mastery within three training trials, maintained high accuracy 2 weeks later, and rated the procedures as highly acceptable, useful, and enjoyable. Findings suggest that BST can effectively be used to train practitioners in the beginning steps of SBT implementation, with strong procedural social validity.