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Abstract The likelihood of forming equivalence classes was influenced by the format used in sorting tests and by four different test criteria applied to the same data set. After 30 participants learned 12 conditional discriminations, MTS tests evaluated the emergence of three 5‐member equivalence classes. These tests were followed by sorting tests that were conducted in clustering or stacking formats. After training, 20% of participants formed the classes. Of the 75% who did not, classes emerged for 36% and 15% of participants during stacking and clustering, respectively, with a criterion of consecutive class‐indicative sorts in the first two sorting tests, and by 45% and 15% of participants during stacking and clustering, respectively, with a criterion of two successive class‐indicative sorts in any of the four sorting tests. Overall, a somewhat higher percentage of participants formed classes during stacking than during clustering, sometimes on a delayed basis. Finally, even higher yields were obtained when criterion was defined as two nonconsecutive class‐indicative sorting tests. When classes did not form, clustering rather than stacking tests generated larger proportions of stereotyped, participant‐defined, three‐member classes and two‐term relations but stacking generated more one‐stimulus “groupings.” Thus, class formation was influenced by sorting format and the criteria used to define class emergence. Also, sorting influenced performances even during failed class formation.

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Abstract Interpersonal problems are common in multiple psychological disorders to the extent that they are considered a transdiagnostic process. However, they have received little attention as an outcome of psychological interventions. The aim of this study was to evaluate a four-session, individual ACT protocol focused on disrupting repetitive negative thinking (RNT) administered through teleconference to address interpersonal problems and foster interpersonal flourishing. A randomized, concurrent, multiple-baseline evaluation was conducted on 15 participants experiencing interpersonal problems for at least 6 months. Participants responded to daily measures of problematic interpersonal behavior (PIB), interpersonal flourishing (IPF), emotional symptoms, and other process outcomes, as well as traditional psychometric instruments of interpersonal problems, early maladaptive schemas (EMS), depression, and anxiety. All 15 participants completed the intervention and evaluated it as helpful at the 1-month follow-up. Most participants showed evidence of intervention effect in daily measures of PIB (85.7%) and IPF (71.4%), with design-comparable standardized mean differences of d = 0.97 and 0.94, respectively. Individual results on traditional psychometric instruments were similar but with higher effect sizes at the 1-month follow-up (d = 1.73 for interpersonal problems and d = 1.80 for EMS). Six of nine (66.7%) participants with an initial diagnosis of depression experienced a clinically significant change (CSC), whereas three of five (60%) participants initially diagnosed with generalized anxiety disorder showed CSC. In conclusion, the brief RNT-focused protocol showed promising results in reducing interpersonal problems and fostering interpersonal flourishing.

O protocolo PEAK tem ganhado grande destaque no ensino de crianças com Transtorno do Espectro Autista (TEA) e outros atrasos do desenvolvimento. Dois dos quatro componentes do protocolo já foram traduzidos para o português, mas o uso desse protocolo ainda é pouco disseminado pelo Brasil. Uma maneira de disseminar a aplicação do PEAK é através do treinamento de pessoas com recursos de ensino online. Este estudo tem como objetivo avaliar a eficácia de um Manual Online com estratégias adaptadas do Behavioral Skills Training (BST) no ensino da aplicação da Pré avaliação (Pre Assessment) do Protocolo PEAKDT (PEAK-DT-PA) para profissionais que atuam com indivíduos com TEA. Três terapeutas participaram do estudo. O delineamento consistiu em uma linha de base múltipla entre participantes com medidas de integridade da aplicação do tratamento pré e pós intervenção BST online. Durante a linha de base, embora todos os participantes apresentaram níveis razoáveis de proficiência na aplicação, a intervenção permitiu um salto de precisão, atingindo a proficiência durante o uso do instrumento.

O autoestigma relacionado a obesidade e sobrepeso tem sido investigado como um dos fatores que prejudicam a adesão ao tratamento e o engajamento no desenvolvimento de hábitos saudáveis. Objetivou-se, com este estudo, investigar os desfechos de dois tipos de intervenções com foco na redução do autoestigma do peso, sendo elas: (1) intervenção com Terapia de Aceitação e Compromisso (ACT); (2) intervenção com ACT e direciona­mento explícito para autocompaixão. Participaram do estudo 20 mulheres, com sobrepeso e obesidade, idade entre 29 e 49 anos e indicativos de autoestigma do peso. Foram realizadas, para cada intervenção, 10 sessões em grupo on-line com periodicidade semanal. Os resulta­dos indicaram que não houve diferença significativa entre os grupos. Ambos apresentaram melhoras significativas com tamanho de efeito grande a médio para o autoestigma do peso, autocompaixão, flexibilidade psicológica para o peso e imagem corporal. Nos dois grupos a flexibilidade psicológica apresentou correlações fortes e moderadas com a imagem corporal e compulsão alimentar e a flexibilidade psicológica para o peso correlacionou-se fortemente com compulsão alimentar. Os dados sugerem que intervenções baseadas na ACT e na com­paixão podem ser promissoras para o desenvolvimento da flexibilidade psicológica, melhoras no autoestigma do peso, na imagem corporal e na compulsão alimentar.

Abstract We used a multi-element design to determine student preferences for the arrangement of a repeated reading intervention, as either preparation for (i.e., pre-teaching) or review of reading material, and how these arrangements affected their likelihood of volunteering to read during small-group sessions. Three fourth-grade students, identified by their teacher as behind in reading proficiency, participated in small-group reading sessions together. We used a concurrent chains arrangement to assess preference for repeated reading timing. During the choice phase, all three participants selected the pre-teaching condition most frequently. During small group sessions, all three participants consistently volunteered to read their practiced pre-teaching passage at almost every opportunity. For all three participants, words read correctly per minute was higher during small group for the pre-teaching passage that was practiced during the morning intervention session in comparison to other conditions and other passages in the pre-teaching condition across all phases. These findings are consistent with literacy research demonstrating that repeated reading improves oral reading fluency for practiced passages and indicate that using repeated reading as a pre-teaching strategy enhances students’ willingness to volunteer to read aloud. Additionally, these findings suggest that students prefer to practice before reading in a group setting.