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A Terapia de Aceitação e Compromisso lida com a inflexibilidade psicológica promovendo flexibilidade psicológica, sendo eficaz para diferentes transtornos inclusive a insônia. No entanto, pouco se sabe sobre a natureza da relação entre a inflexibilidade e flexibilidade psicológica com a insônia e qualidade do sono. Desta forma, buscando avaliar quais processos da inflexibilidade e flexibilidade podem ser mais proeminentes na relação com o sono, foi realizada uma revisão sistemática da literatura para caracterizar a natureza dessa relação. Na revisão foram incluídos 19 artigos, todos encontrando algum tipo de relação de comparação, correlação, predição ou mediação. Desse modo, a inflexibilidade psicológica e a f lexibilidade psicológica parecem ser associadas com a insônia e qualidade do sono, com destaque para os processos de aceitação/esquiva experiencial, desfusão/fusão cognitiva e ações baseadas em valores/inação. Portanto, a flexibilidade psicológica pode ser um fator protetivo, enquanto a inflexibilidade psicológica um fator de predisposição e de perpetuação para a severidade da insônia e qualidade do sono.

ABSTRACT Prevalence reports continue to indicate that social‐negative reinforcement is the most likely reinforcer for challenging behavior. Although there are several well‐established, durable treatments for escape‐maintained challenging behavior, some situations require the immediate suppression of challenging behavior while working toward a return to instruction completion. Little is known about the initial suppressive effects of treatments. We randomly assigned 22 children with escape‐maintained challenging behavior to one of three treatments—differential negative reinforcement with escape extinction, differential positive reinforcement without escape extinction, or instructional fading without escape extinction—and evaluated the initial suppression of challenging behavior during the first 10 treatment sessions. Both interventions without escape extinction led to more rapid immediate suppression compared to differential negative reinforcement with escape extinction. Differential positive reinforcement or instructional fading may be preferential interventions when the goal is an immediate reduction of severe or dangerous challenging behavior.

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Abstract Conceptual learning is discrimination between new examples and nonexamples and generalization to new examples. Conceptual learning can be demonstrated after practice with differential reinforcement of the correct response and is influenced by procedural variables during practice. However, less research has been done identifying an ideal structure for instruction (rules), which is likely a typical teaching format for learners with more advanced verbal repertoires. We developed a laboratory analog of conceptual instruction to evaluate conceptual learning following instruction made up of a rule describing the key features of the concept and examples and nonexamples that were carefully selected to demonstrate these rules. We also evaluated the efficacy of this instruction when it preceded or followed practice with feedback about accuracy but no rule presentation. All participants completed instruction and practice. The specific instructional sequence was completed before practice during Experiment 1 and after practice during Experiment 2. This instructional sequence reliably and rapidly resulted in concept learning regardless of whether it was completed before or after practice. Practice alone never produced conceptual learning within the duration of the session and was not necessary to produce conceptual learning. Instructors should evaluate the efficacy of this instructional sequence to teach concepts.

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