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This manuscript summarizes the history and experimental studies of a research project focused on the empirical testing of some of the assumptions that characterize the taxonomic proposal of Ribes and López (1985); specifically, those related to the progressive complexity and inclusiveness of the behavioral functions recognized by these authors. It was considered that behavioral adjustment should be quantified differentially depending on the complexity of the contingencies that give rise to one or another functional type of behavior, but similarly among them if the quantification focused on measuring a function X-1 included within a function X or X+1. It was expected that: a) the different adjustment indices would follow developmental rhythms and reach terminal states inversely proportional to the complexity of the behavior they supposedly quantify; and b) the same adjustment index would progressively decrease among increasingly complex functions. The results showed that both “hypotheses” were correct in the case of intrasituational functions.

Abstract Some of the most basic phenomena in behavior analysis are the differences between performance on interval and ratio schedules. They have long been known and long puzzled over. Previous attempts to explain the performances have foundered either because they lacked a mechanism or because they adopted a molecular view of behavior based on discrete responses and contiguity. The molar view of behavior offers the sought-for explanation of differences in activity rate and the inability of ratio schedules to maintain activity at low food rates. The present account relies on induction by phylogenetically important events (PIE) according to power functions, molar feedback functions, and the framework of matching theory. A model described by a feedback system with all parameters the same predicts the relations between activity rate and PIE rate. The difference in overall activity rate arises from a difference in units of activities selected by ratio and interval schedules. The results demonstrate the greater explanatory power of the molar view of behavior.

Pensamentos Negativos Repetitivos (PNR) são uma estratégia mal adaptativa de esquiva experiencial desencadeada por pensamentos recorrentes, aversivos e intrusivos; presentes nos processos de ruminação e preocupação. Pesquisas em Terapia de Aceitação e Compromisso (ACT) apontam que altos níveis de inflexibilidade psicológica (IP) intensifi­cam os padrões de PNR e aumentam o sofrimento psicológico, contudo não existem estudos que avaliem a aplicação dessa premissa na população brasileira. Os objetivos dessa pesquisa são (1) explorar as relações entre PNR com inflexibilidade psicológica (IP), fusão cognitiva (FC), e sofrimento psicológico (SP); e, (2) avaliar se os níveis de IP influenciam nos níveis de PNR e se FC é um mediador relevante nessa relação. Duzentos e vinte e cinco participantes completaram medidas de FC, PNR, IP e 187 participantes responderam a uma medida de SP. Os resultados indicam que o PNR está significativamente relacionado positivamente com todas as variáveis, apesar da força da correlação com SP ter se mostrado mais fraca do que em outras populações. Além disso, a análise de mediação constatou que o IP desempenha um papel importante nos níveis de PNR, especialmente quando mediado pela FC.

Abstract Understanding the impact of eye gaze on social interactions may mitigate some risks for adolescents who are either currently justice-involved or at risk of contacting the justice system. At present, there are no universally accepted assessments for determining age-appropriate levels of eye gaze for adolescents during social interactions. One way to evaluate an individual’s sensitivity to eye gaze is to determine if they can detect different levels of eye gaze in other people. Bush et al. Developmental Neurorehabilitation, 25, 263–273, (2021) created three videos (profiles) of an actor displaying three different levels of eye gaze (directed toward an off-screen interviewer) and then asked college students to rate the actor in the three profiles using six statements. Bush et al. found college students provided the most favorable ratings for the profile with a high, but not the highest, level of eye gaze. This study used the same three video profiles of a speaker and six statements to assess ratings by two groups: non-justice-involved adolescents and justice-involved adolescents. Results indicate both groups rated the three speaker profiles differently for some statements. In particular, both groups rated the low eye gaze profile less favorably than the other two profiles. Analyses also revealed (1) non-justice-involved adolescents rated the high eye gaze profile as less attentive but more likely to get an important job than the justice-involved group and (2) justice-involved adolescents rated the “socially valid” profile as less likely to have friends than non-justice-involved adolescents. Implications and next steps are discussed.

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Abstract Using reinforcers and student preferences may contribute to appropriate academic and behavioral outcomes for students with disabilities. Special education teachers may identify potential reinforcers and student preferences by using preference assessment procedures, which are observation-based procedures to identify and rank student preferences. However, there is limited research on special education teachers’ knowledge of preference assessments and how frequently they use preference assessments in the classroom. The purpose of this qualitative study was to explore special education preschool teachers’ understanding, usage, and perception of preference assessment procedures. Seven special education preschool teachers in Indiana participated in study interviews. Findings revealed that teachers had little to no understanding or a very broad understanding of preference assessments, and they rarely implemented preference assessments in their classroom. Teachers believed that preference assessments are a socially valid procedure for identifying reinforcers, but most teachers did not see a need to implement them often. Potential barriers for teachers’ implementation of preference assessments are discussed.