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ABSTRACT This study evaluated the effectiveness of behavioral skills training (BST) as an intervention to improve bowling form of three adults with mild to moderate intellectual disability. We used a nonconcurrent multiple baseline design to evaluate the changes in each participant's bowling form. Across all three participants, form improved with BST alone and one participant's form improved even more with the addition of a tangible reinforcement component. However, the number of pins knocked down did not substantially change across participants between baseline, intervention, and follow‐up. The results of this study suggest that BST is an effective intervention for improving specific components of sports‐related skills, such as bowling form, in individuals with intellectual disability, though further research is needed to evaluate its impact on performance outcomes.

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ABSTRACT Accidental poisoning of children in the United States is a problem, especially for vulnerable children with developmental disabilities. Research has shown that active learning approaches such as behavioral skills training are more effective for teaching poison safety skills to children with disabilities. Some research also suggests that video modeling and video self‐modeling (VSM) may be effective for teaching safety skills to children with disabilities. As only one study has evaluated VSM for teaching gun safety skills, more research is needed to evaluate this intervention. Therefore, the purpose of this study was to evaluate the effectiveness of using VSM to teach poison safety skills to children with disabilities. The results showed that VSM was effective for one participant and VSM with in situ training was effective for the other two.

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Abstract Progressive ratio analysis (PRA) has been used to quantify the relative reinforcer efficacy of various programmed consequences across basic and applied research paradigms. It has also been used as an alternative methodology for demand‐curve analysis. In this study, we enrolled 96 consenting adults with disabilities to participate in a translational controlled consecutive case series. Specifically, we compensated participants for using an arbitrary response (e.g., a die roll) to demonstrate the circumstances under which they would work to earn preferred reinforcers in both Basis x PRA and progressive fixed ratio analysis (PFRA) paradigms. Using t tests of logarithmically transformed Pearson correlation coefficients, we established that Basis x PRA did not correlate with metrics of demand elasticity obtained from PFRA. However, Basis x PRA significantly predicted multiple metrics of equilibrium observed during PFRA. Consequently, the assessment likely retains prescriptive value across a number of domains.

The present study aimed to investigate functional class formation in dogs. For this purpose, an automatic device was used to present visual stimuli and record the subjects' responses in simultaneous simple discrimination tasks. The operant response consisted of touching (with the nose) visual stimuli presented on a touchscreen. Three pairs of stimuli were used (i.e., A1/A2; B1/B2; C1/C2) in five experimental phases. Namely, training and reversals with pair A were carried out in Phase I; training and reversals with pair B in Phase II; training and reversals with pairs A and B presented in the same session in Phase III; training and reversals with pair C in Phase IV; and training and reversals with pairs A, B, and C in Phase V. After the acquisition of discrimination (e.g., A1/S+ and A2/S-), the discriminative functions of the stimuli were reversed. It was evaluated whether, from the reversal of the first pair of stimuli, the subjects would change their pattern of responses to the remaining pair of stimuli before direct exposure to the new contingencies. The results show that the designed procedure established a complex and flexible discriminative repertoire in dogs; however, it was insufficient to demonstrate relational responding in the functional class formation probes.