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ABSTRACTBehavioral interventions have demonstrated group‐level benefits for a variety of behavioral presentations and conditions. The ability to capture and quantify reliable individual‐level change during the course of behavioral interventions is essential for making rational clinical management decisions. Recently, the neurobehavioral evaluation tool (NET) was developed and revised for use within behavioral intervention outcome assessment. Traditional, practice‐adjusted, and standardized regression‐based reliable change indices (RCIs) were calculated for the NET domains to provide reliable change norms. In two samples (Ns = 498 and 125), traditional RCIs indicated that reliable symptom reductions and skill improvements needed to be +/− 0.7 to 1.3 SDs across domains. Standardized regression‐based change norms indicated that slightly smaller magnitude changes are required to be considered reliable. NET‐derived RCIs can be used to inform clinical management during behavioral interventions. Regression‐based RCIs may be particularly useful for guiding clinical management for individuals with very high symptoms/very low skills at baseline.

Abstract Explicit memory dysfunction, such as in Alzheimer’s dementia, impairs learning and daily functioning, requiring effective rehabilitation strategies to promote functional independence. Relational learning paradigms such as stimulus equivalence learning (SEL) imply the formation of networks of relations in which trained relations give rise to emergent relations, potentially providing a novel approach to addressing deficits in remembering and stimulus control. We evaluated the scope and nature of research on the application of relational learning paradigms for memory rehabilitation. In particular, we outline the evidence for the efficacy of identity matching and SEL in specific disorders, the associated effective strategies, and challenges to guide future research. A systematic search following the PRISMA-ScR guidelines identified 23 reports categorized into identity matching, arbitrary matching, and differential outcome procedure (DOP) paradigms. Findings were mixed regarding the success of training procedures. Studies indicate particularly positive outcomes under the DOP and overall efficacy seemed to depend on impairment severity. However, current evidence on the efficacy of relational learning paradigms in individuals with explicit memory dysfunction remains inconclusive due to uncontrolled designs and methodological weaknesses in statistical analysis and patient reporting. Nevertheless, insights from the reviewed studies can inform more rigorous future research. The focus should be on identifying the necessary and sufficient conditions for training stimulus equivalence relations in this population, within meaningful and well-controlled experimental designs to validate the preliminary findings and assess SEL’s potential as a cognitive intervention.

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Middle schools bring considerable change for students, which can intensify risk for adverse middle school student experiences and performance. Yet, implementation of positive and proactive classroom-level strategies can improve student outcomes. However, middle school teachers may not have the repertoire to systemically implement such classroom-level strategies to fidelity, particularly in co-teaching arrangements. This U.S. study investigated the impact of a classroom-level interdependent group contingency model, Classwide FIT ( CW-FIT ) on middle school student behavior. Two single-case withdrawal designs were used to evaluate the effects across two co-taught middle school classrooms. Furthermore, teacher-selected modifications to the system were explored as well as teacher and student perceptions of social validity. Results indicated the intervention and intervention modifications improved student appropriately engaged behavior and demonstrated social validity. Limitations of the study and directions for future inquiry are presented.

This study examined how the type of reinforcer (hypothetical or real) influences rule-governed behavior (RGB) and sensitivity to programmed contingencies. Two experiments were conducted using a decreasing earnings procedure with young adult participants. In Experiment 1, which involved hypothetical rewards, three behavioral patterns emerged: rule followers, rule breakers, and flexible followers. Greater variability in change points and lower adherence to instructed rules were observed, suggesting increased contact with contingencies. In Experiment 2, which involved real monetary rewards, all participants were classified as rule followers, exhibiting greater stability in change points and predominant adherence to the instructed pattern, even when it was suboptimal. The results suggest that real rewards more effectively reinforce rule-following behavior while reducing sensitivity to programmed contingencies. Additionally, real rewards enhance the ecological validity of experimental tasks and promote adherence to imprecise rules. Reinforcement history and the precision of initial rules emerge as key factors in understanding the insensitivity to contingencies observed in both experiments.

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Abstract Procedural fidelity is an important component of behavioral intervention programs. The Train‐to‐Code software was used to teach skilled observation of implementation of three types of discrete‐trial programs, and improvement to procedural fidelity was assessed. Participants completed a training package that involved coding video examples and non‐examples of a teacher delivering each discrete trial program. The degree of prompting given to the trainee increased or decreased dynamically during training sessions based on participants' coding accuracy. The efficacy of the training was tested within subjects via pre‐ and posttest role plays in which participants delivered discrete‐trial programs to a scripted research assistant. Results indicated substantial improvement in discrete trial delivery at posttest. These results suggest that Train‐to‐Code may be an effective method for training delivery of discrete trial programs in applied settings.

During the move to ninth grade, students often face increased academic and behavioral challenges. This study examined Class-Wide Function-Related Intervention Teams (CW-FIT), which is designed to enhance teaching and learning by promoting student engagement. The CW-FIT involves teachers clearly defining classroom behavior expectations, praising students for appropriate behavior, and rewarding groups with points and incentives for meeting these expectations through a group contingency. This U.S. study examined the feasibility and effects of implementing CW-FIT in six ninth-grade junior high school classes using a single-subject ABAB withdrawal design, addressing the limited research available on this intervention for students in Grades 9 through 12. The results suggested a functional relation between CW-FIT implementation and increases in student on-task behavior, as well as increases in the ratio of teacher praise-to-reprimands. In addition, teacher and student social validity ratings were positive. This research provides evidence of the positive effects of CW-FIT in a ninth-grade context, addresses limitations, and suggests directions for future research.

ABSTRACT There is limited research concerned with the physical appearance of persons who have intellectual and developmental disabilities. This study evaluated a clothing and grooming measurement checklist and care provider intervention to improve the physical appearance of four students (18‐ to 21‐years‐old) with neurodevelopmental disabilities. The measurement checklist was easy to administer, time‐efficient, and associated with good interobserver agreement (IOA). Implemented in a multiple baseline design, the care provider intervention had an immediate and sustained positive effect with all students. We discuss measurement and intervention considerations, outcome objectives, and research directed at physical appearance among dependent populations.

ABSTRACT When social interactions do not function as efficacious reinforcers, it may impede learning in environments that rely on differential social consequences. Although researchers have evaluated methods of improving the function of social interaction, these methods are not always effective, perhaps because they are inconsistent with principles of Pavlovian conditioning. In the current study, we evaluated whether a basic‐research‐informed approach could increase the reinforcing efficacy of social interactions for two children with developmental disabilities. Specifically, we evaluated the effects of conditioning procedures that ensured large C / t ratios by using progressive ratio schedules to quantify changes in the reinforcing efficacy of play with and without social interaction. The C / t ratio represents the temporal contiguity between stimuli, where C is the average time between unconditioned stimulus (US) deliveries, and t is the average time between the neutral stimulus and US deliveries. Improvements in absolute and relative reinforcer efficacy of social interaction were obtained for both participants, suggesting that methods which ensure large C / t could result in more efficacious conditioning interventions. We discuss the need for further translational and applied research as well as potential clinical implications.