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  • 刊频： Quarterly
  • NLM标题： Behav Anal Pract
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  • 1.

    【2hr】Modeling Training of Child’s Echoic Conversational Response for Students with Autism Spectrum Disorder: To Be a Good Listener

    包量

    机译 自闭症谱系障碍学生的儿童回声会话反应训练建模：成为一个好的听众
    摘要：Students with autism spectrum disorder (ASD) often have difficulties in responding to conversation with verbal language. These students often repeat what they hear, and their echoic behavior has a potentially communicative function. We define the echoic behavior when an individual repeats a peer’s topic word with appropriate prosody within 3 s as the child’s echoic conversational response. In this study, we examined the acquisition of the child’s echoic conversational response skills and whether these skills could provide and generalize natural conversation for 4 students with ASD. During the training, students were instructed to imitate the topic word that the experimenter had used in the latest conversation. Students learned the child’s echoic conversational response skills and improved their conversation skills. They even showed a slight generalization for nontraining materials through trainings and improvements in responding with new verbal responses. These findings suggested that expanding speakers’ repertoires for students with ASD might facilitate improvement of natural conversation skills.
  • 2.

    【2hr】Using a Prerequisite Skills Assessment to Identify Optimal Modalities for Mand Training

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    机译 使用先决技能评估来确定最佳的训练模式
    摘要：This study examined the utility of a brief prerequisite assessment in predicting the subsequent effectiveness and rate of acquisition of mand training in each of three response modalities (sign, picture exchange, and vocalizations). Overall, the picture exchange was the most effective and efficient modality for acquiring the targeted mand. The vocal modality was the least effective except when the prerequisite assessment indicated that two-syllable vocal imitation was intact. The implications for selection of response modality for early mand training are discussed.
  • 3.

    【2hr】Treatment of Food Selectivity in a Child with Avoidant/Restrictive Food Intake Disorder Through Parent Teleconsultation

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    机译 通过家长远程会诊避免/限制食物摄入障碍的儿童的食物选择性治疗
    摘要：Avoidant/restrictive food intake disorder (ARFID) is a diagnosis for those who display impaired and distressing eating behaviors and symptoms. Behavioral feeding strategies have been shown to be effective at improving food variety and decrease problematic mealtime behaviors in children and adolescents. This study examined the use of teleconsultation for the implementation of a behavioral feeding intervention to increase food variety with a child with avoidant/restrictive food intake disorder. A series of changing criterion designs across foods and food groups was used. Results show that there was an increase in the frequency of bites of nonpreferred foods consumed following successive increases in the criteria. High levels of acceptability of the intervention and technology process were also noted. Additionally, high levels of interobserver agreement, high levels of consultant procedural integrity, and high levels of parent treatment integrity were observed.
  • 4.

    【2hr】Use of a Level System with Flexible Shaping to Improve Synchronous Engagement

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    机译 使用具有灵活形状的水平系统来改善同步参与度
    摘要：Level systems have been described as a framework which can be used to shape behavior through the systematic application of behavioral principles. Within level systems, an individual moves up and down through various levels contingent upon specific behaviors. Although level systems are commonly used within schools and other settings, they have a limited empirical literature base, and there is debate over the efficacy and overall acceptance of level systems. More especially, there is scant empirical literature on the use level systems to improve socially significant behaviors (e.g., synchronous engagement) with individuals diagnosed with autism spectrum disorder (ASD). The purpose of this study was to evaluate the effectiveness of a level system with a structured, yet flexible approach to movement on improving synchronous engagement with two dyads of children diagnosed with ASD. The results of an ABAB reversal design indicated that the level system was effective at improving synchronous engagement for both dyads. The results are discussed in relation to potential future research difficulties and clinical implications.
  • 5.

    【2hr】Using the Teacher IRAP (T-IRAP) interactive computerized programme to teach complex flexible relational responding with children with diagnosed autism spectrum disorder

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    机译 使用教师IRAP（T-IRAP）交互式计算机程序来教自闭症谱系障碍患儿复杂的灵活关系反应
    摘要：The research used an alternating-treatments design to compare relational responding for five children with diagnosed autism spectrum disorder (ASD) in two teaching conditions. Both conditions used applied behavior analysis; one was usual tabletop teaching (TT), and one was an interactive computerized teaching program, the Teacher–Implicit Relational Assessment Programme (T-IRAP; Kilroe, Murphy, Barnes-Holmes, & Barnes-Holmes, Behavioral Development Bulletin, 19(2), 60–80, ). Relational skills targeted were coordination (same/different), with nonarbitrary and arbitrary stimuli. Participants’ relational learning outcomes were compared in terms of speed of responding and accuracy (percentage correct) in T-IRAP and TT conditions. Results showed significantly increased speed for all five participants during T-IRAP teaching across all procedures; however, accuracy was only marginally increased during T-IRAP. Pre- and posttraining comparison of participant scores on the Peabody Picture Vocabulary Test, Fourth Edition (Dunn & Dunn, ), and the Kaufman Brief Intelligence Test (Kaufman & Kaufman, ) was conducted. An improvement in raw scores on both measures was evident for one participant who learned complex arbitrary relations; no changes were shown for participants who learned only basic nonarbitrary relations.
  • 6.

    【2hr】Increasing Joint Attention in Children with Autism and Their Peers

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    机译 增加自闭症儿童及其同伴的共同注意力
    摘要：Joint attention (JA) and peer interactions are significantly impaired in children with autism spectrum disorder (ASD). Empirically demonstrated interventions exist to address JA with adults, but few with peers. Training peers through instructions, modeling (both live and video models), role play, and feedback may help facilitate JA in children with ASD. We examined the effects of peer training with live and video models on typically developing (TD) peer strategies to facilitate JA and JA behavior in children with ASD. TD peers showed some improvement in prompting and reinforcing JA. Children with ASD showed overall increases in JA with trained and novel peers that were also observed by parents, professionals, and peers. Findings are discussed with respect to variables to consider when teaching JA to children with ASD and their peers as well as the need to further examine the relationship between peer training and JA in children with autism.
  • 7.

    【2hr】A Comparison of Two Procedures for Assessing Preference in a Classroom Setting

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    机译 课堂环境中两种偏好评估程序的比较
    摘要：The purpose of this study was to compare a method of assessing preference within a large group format to individual preference assessments. Individual preference assessments were conducted by presenting an array of four edible stimuli to a participant and allowing the participant to select a preferred stimulus, with stimuli removed from the array based on selection criteria. Group preference assessments were conducted in a classroom of 19 students, with all students responding simultaneously to a prompt to identify a preferred stimulus using Plickers—unique Quick Response code cards that are read by an accompanying smartphone app. During the group procedure, stimuli in the array were restricted on the individual participant level. Results indicated that the group procedure was a valid and rapid method of assessing preference within a group of individuals. Although additional research is required, practitioners and researchers may consider use of Plickers as a promising means of evaluating preference within a group setting.
  • 8.

    【2hr】Individualizing Intervention to Teach Joint Attention, Requesting, and Social Referencing to Children with Autism

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    机译 个性化干预以对自闭症儿童进行联合关注，请求和社会推荐
    摘要：Social communication skills such as joint attention (JA), requesting, and social referencing (SR) are deficits in children with autism spectrum disorder (ASD). Shifting gaze is a common response across these skills. In many studies, children respond variably to intervention, resulting in modifications to planned intervention procedures. In this study, we attempted to replicate the procedures of Krstovska-Guerrero and Jones (Journal of Developmental and Physical Disabilities 28; 289–316, ) and Muzammal and Jones (Journal of Developmental and Physical Disabilities 29; 203–221, ) to teach JA, requesting, and SR. In general, intervention procedures consisting of prompting and reinforcement were effective in teaching requesting, SR, and JA skills to children with ASD. However, not all children acquired each skill, and all children required individualized procedures to acquire some skills. We report the process of deciding how to modify intervention and discuss considerations for practitioners when planning intervention that may improve children’s performance.
  • 9.

    【2hr】Effects of a Lag Schedule with Progressive Time Delay on Sign Mand Variability in a Boy with Autism

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    机译 进度进度滞后的进度表对自闭症男孩体征变化的影响
    摘要：For some children with autism, mand training can produce highly repetitive manding unless the environment is arranged in a manner that promotes mand variability. Prior research demonstrated that mand training using a lag schedule and progressive time delay increased variability in vocal manding in children with autism. Whether lag schedules have similar effects on sign mand topographies is unknown. The current study evaluated the effects of mand training with a Lag 1 schedule of reinforcement and progressive time delay (TD) on topographical variability and the development of a sign mand response class hierarchy in a boy with autism. The results suggest independent use of all sign mand topographies occurred, a mand response class hierarchy was developed, and topographically variant sign manding increased under the Lag 1 + TD schedule compared to a Lag 0 schedule of reinforcement. Implications for practitioners, limitations, and directions for future research are discussed.
  • 10.

    【2hr】Task Interspersal Implementation Practices with Individuals with Autism Spectrum Disorder

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    机译 与自闭症谱系障碍患者的任务穿插实施实践
    摘要：Task interspersal is a teaching method frequently used with individuals with autism spectrum disorder (ASD). Although many different procedural variations of task interspersal have been reported in the literature, it is unclear how providers serving individuals with ASD implement task interspersal. The present study surveyed direct care providers to examine which variations of task interspersal they use most frequently, as well as how they choose a particular variation. Results revealed that many different procedural variations are used across providers. Provider discipline background appeared to be associated with differences in selection of specific procedural variations. Findings inform areas for further research as well as consideration of topics for discussion during training and/or supervision with employees and trainees. (1) Providers report frequently interspersing tasks of similar difficulty, despite research supporting the practice of interspersing tasks of varying difficulty. Service providers might consider primarily implementing maintenance among acquisition tasks when using task interspersal. (2) Due to potential problems associated with using the same reinforcement schedules/reinforcers for both tasks (e.g., satiation), providers and supervising BCBAs are encouraged to consider whether using different reinforcement schedules/reinforcers will enhance acquisition outcomes. (3) When selecting a procedural variation, providers reported relying on clinical judgment or guidelines from their organizations more frequently than directly contacting the current literature. It is important that organizations and supervisors provide clear guidelines and recommendations based on the most recent scientific literature and update these as new research is published. (4) Individualization of procedures based on specific client characteristics was found to be inconsistent. Supervisors are encouraged to discuss individualization practices for cases in which consistency of treatment across providers is preferred or necessary for maintenance of skills.
  • 11.

    【2hr】Classroom Management in Self-Contained Classrooms for Children with Autism: Extending Research on the Color Wheel System

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    机译 自闭症儿童自学式教室的教室管理：色轮系统的扩展研究
    摘要：The color wheel is an evidence-based classroom management system that has been used to decrease inappropriate behaviors and increase on-task behaviors in general education elementary classrooms but not in classrooms for students with autism spectrum disorder (ASD). A multiple-baseline design was used to evaluate the effects of the color wheel system (CWS) on disruptive behaviors (being out of seat for one classroom, inappropriate vocalizations for two classrooms) in three self-contained elementary classrooms for students with ASD. Partial-interval time sampling was used to record class-wide disruptive behaviors. Visual analysis of a time-series graph suggests that the CWS decreased disruptive behaviors across all three classrooms. Discussion focuses on limitations of the study and directions for researchers interested in modifying, applying, and evaluating the effects of the CWS in settings for children with ASD.
  • 12.

    【2hr】Effects of Differential Consequences on Choice Making in Students at Risk for Academic Failure

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    机译 不同后果对学习失败风险学生选择决策的影响
    • 作者：Michael E. May
    • 刊名：Behavior Analysis in Practice
    • 2019年第1期
    摘要：Problem behavior can be reduced through choice making and use of preferred instructional activities. However, the opportunity to choose does not imply students are more engaged with instructional activities. The purpose of this study was to evaluate the effects of differential consequences on the on-task behavior of students within the context of teacher versus student selection of instructional activities. Students were exposed to two contingencies (i.e., escape + differential attention vs. escape + physical proximity) across two stimulus events (i.e., teacher vs. student choice of preferred instructional activities) using an alternating-treatments design within an A-B-A-B design. Choice of instructional activities increased on-task behavior during student-choice conditions compared to the teacher-choice conditions, but only when differential attention was provided. Differential attention was also more effective than physical proximity at increasing on-task behavior. Implications for practice and future research are discussed.
  • 13.

    【2hr】The Effects of Monetary Incentives on Planned and Unplanned Absences in Adolescent Part-Time Employees: a Cost-Effectiveness Analysis

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    机译 货币激励对青少年兼职员工计划内和计划外缺勤的影响：成本-效果分析
    摘要：Few attendance interventions have (a) addressed the issue of absenteeism as it applies to part-time adolescent employees, (b) distinguished between planned and unplanned absences, and (c) presented a cost-effectiveness analysis of the intervention. This study employed an A-B-A reversal design, including a small monetary bonus for attendance by part-time adolescent employees. Results indicate a 60% reduction in average group absences during the monetary contingency phase as compared to both baseline phases. The organization spent a total of $264 on monetary incentives during the intervention phase and reduced time spent on hiring and training substitute personnel by approximately 60%. Supervisors reported that a better staff–child ratio helped decrease chaos in the classroom and promoted an overall improvement in the quality of the youth groups.
  • 14.

    【2hr】Teaching “Then-Later” and “Here-There” Relations to Children with Autism: an Evaluation of Single Reversals and Transformation of Stimulus Function

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    机译 教自闭症儿童“后来”和“这里”关系：单次逆转和刺激功能转变的评估
    摘要：The present study demonstrates the utility of relational training for teaching Then-Later and Here-There deictic relations for two children with autism. Mutually entailed single-reversal relations, transfers of stimulus function, and transformations of stimulus function were also evaluated for each participant. The methods were adapted from the PEAK-T curriculum. Results for both participants support the utility of relational training for teaching children with autism basic perspective-taking skills. Both participants were able to generalize the perspective-taking skills to novel sets of stimuli, and demonstrate mutually entailed responding during single-reversal tasks. Both participants were also able to demonstrate transformations of stimulus function for both Then-Later and Here-There deictic relations.
  • 15.

    【2hr】Functional Analysis and Treatment of Pica on a Preschool Playground

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    机译 学前运动场中皮卡的功能分析和治疗
    摘要：Appropriate use of function-based assessments and interventions is crucial for improving educational outcomes and ensuring the well-being of children who engage in dangerous problem behaviors such as pica. A function-based assessment was conducted for a child engaging in pica in an inclusive childcare setting. Results suggest pica was maintained by access to adult attention. Function-based interventions were developed, assessed, and shared with the child’s teaching team. Follow-up data suggest that his teachers continued to use the intervention and that levels of pica remained low.
  • 16.

    【2hr】Increasing Conversation Using Restricted Access and Chain Schedules of Reinforcement

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    机译 使用受限访问和增强链计划来增加对话
    摘要：The current study examined the effects of chain schedules of reinforcement and restricting access to reinforcement on increasing the number of words used in conversation for an adolescent with autism spectrum disorder. After access to a video game was restricted, the participant had to meet various chain-schedule requirements of responding to regain access. The results demonstrated that the combined procedures were successful in building multiword conversation between the young man, his mother, and/or a therapist. These results expand on existing literature regarding increasing verbal behavior using reinforcement techniques and the literature regarding increasing the use of trained social skills.
  • 17.

    【2hr】Effects of Presession Pairing on Preference for Therapeutic Conditions and Challenging Behavior

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    机译 赛前配对对治疗条件和挑战行为偏好的影响
    摘要：The current study examined child preference for presession therapeutic conditions. A 4-year-old female diagnosed with autism spectrum disorder (ASD) was exposed to three conditions in a concurrent-chains arrangement: presession pairing (PSP) prior to the onset of discrete-trial instruction (DTI), free play (FP) prior to DTI, or immediate onset of DTI. Initial link selections in the concurrent-chains arrangement suggested a relative preference for the PSP condition across multiple therapists. Negative vocalizations decreased across all conditions following implementation of the concurrent-chains arrangement with no differentiation between therapeutic conditions.
  • 18.

    【2hr】Teaching Children with Autism Extended Verbal Utterances Under Audience Control in the Context of Show-and-Tell

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    机译 在展示和讲述背景下，在听众控制下教自闭症儿童扩展言语说话能力
    摘要：The present study evaluated the efficacy of a discrete-trial-training procedure to bring extended verbal behavior under the convergent control of audience and contextual variables during a show-and-tell activity. Three children with autism were exposed initially to a baseline condition in which they were presented with a preferred item and asked to tell the class about it. Following low rates of responding, a differential reinforcement procedure was implemented that reinforced extending the verbal utterance word length beyond baseline levels allowing for an appropriate display of “show-and-tell” behavior. The results show that the procedures were efficacious in application with three children with autism, providing a method that can be conducted in classroom settings to teach a complex form of verbal operant behavior.
  • 19.

    【2hr】Clinical Application of a High-Probability Sequence to Promote Compliance with Vocal Imitation in a Child with Autism Spectrum Disorder

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    机译 高概率序列促进自闭症谱系障碍儿童声乐依从性的临床应用
    摘要：The current study aimed to evaluate the effects of the high-probability (high-p) instructional procedure involving motor imitation on the levels of compliance with vocal imitation in a 3-year-old boy with autism spectrum disorder (ASD). We used a multiple-baseline design across three stimuli sets to demonstrate effects of the procedure over compliance with vocal imitation responses. Results demonstrated that the high-p procedural sequence was effective in increasing the levels of compliance with vocal imitation. We discuss these finding in terms of the operant mechanisms and clinical applications of increased compliance.
  • 20.

    【2hr】PBS Goes to Middle School: Building Capacity of Peer Buddies to Implement a PBS Intervention with Fidelity

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    机译 PBS上初中：建立同行伙伴的能力以忠实实施PBS干预
    摘要：During adolescence, peer behavior is a strong stimulus that influences how students initiate and respond to their physical and social environment. Yet, the majority of school-based behavioral studies (Dunlap, Clarke, & Steiner, ) do not include peers as intervention agents. This study demonstrated how to include peers as contributing members of a Positive Behavior Support (PBS) team. Findings indicated that peers were able to implement a behavior support plan with fidelity, resulting in decreased challenging behavior and increased activity engagement in a middle school peer with Autism Spectrum Disorder (ASD).
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