ABSTRACTStudents commonly engage in problem behaviors, yet teachers report handling difficult behavior as their biggest challenge. Over the last few decades, some research has used functional analyses (FAs) to determine the function of student's problem behavior and then developed function‐based interventions based on the FA findings. Despite the success of the studies, research has indicated that traditional FA methodologies are not always feasible for teachers and schools. Therefore, a need exists to develop better and more efficient ways to train teachers to conduct FAs. Thus, the study aimed to evaluate the effectiveness of using virtual video models to train future teachers to conduct trial‐based functional analyses (TBFAs) and assess if the skill could generalize into an in‐person setting. A concurrent multiple baseline design across participants was used, and results indicated that the videos effectively taught participants to conduct a TBFA. The virtual training generalized well into an in‐person setting, with only one participant needing additional feedback. Additionally, results indicate that the virtual intervention was socially valid for all participants.

ABSTRACTAccess to behavior analytic services is limited and often unavailable for many in areas with a dearth of qualified providers. Tools to support behavior‐change agents located in the natural environment of consumers may be a way to provide behavioral interventions. An artificial intelligence (AI) platform that guides the implementation of behavioral interventions may be useful for supporting procedural fidelity. The current studies evaluated whether an AI platform was effective at increasing and maintaining high levels of procedural fidelity in individuals with little to no prior training. Participants were two behavior technicians in training (Exp. 1) and three caregivers (Exp. 2). Introducing guidance provided by the AI platform GAINS improved the procedural fidelity with which behavior technicians and caregivers implemented behavioral interventions with children with autism, except for one caregiver. These results suggest AI platforms may be useful tools for supporting high levels of procedural fidelity by novice users.

ABSTRACTThe current study was a replication and extension of previous research using a translational evaluation of the traditional isolated FA and SCA. Four participants experienced differential reinforcement for alternative behavior (DRA) based on FA and SCA results, and a concurrent‐chains arrangement was used to evaluate preference for the DRA conditions. Results showed that the isolated FA only identified the trained function. Across participants, DRA resulted in similar decreases in the surrogate destructive behavior across synthesized and isolated conditions and increases in the alternative response. Preferences for synthesized and isolated conditions differed across participants.

ABSTRACTWhen teaching discriminations, clinicians may choose to teach one target at a time, repeatedly, until mastery (blocked‐trial instruction), or they may choose to teach multiple targets, interspersed, simultaneously (mixed‐trial instruction). Historically, it was recommended clinicians use mixed‐trial instruction at the onset of teaching as blocked‐trial instruction may produce faulty stimulus control. However, a recent study demonstrated that a modified blocked‐trial instructional arrangement was more efficient than mixed‐trial instruction and block‐size fading was unnecessary to maintain discriminated performance in adults with intellectual and developmental disabilities. The generality of these results to early learners is unknown. This study extended the aforementioned research to early learners diagnosed with autism spectrum disorder. Using an adapted alternating treatment design, we compared the rate of acquisition with both instructional formats across two foundational early learner skills. Comparable learning across both formats for all four early learners was observed.

ABSTRACTResearchers have developed and evaluated procedural modifications to the functional analysis (FA) to improve its efficiency and safety while maintaining its precision. A contemporary FA modification is the interview‐informed synthesized contingency analysis (IISCA) or practical functional assessment (PFA). Nearly all of the extant dissemination efforts related to the IISCA/PFA support this approach, with little attention to its drawbacks and limitations. Further, the IISCA/PFA has been widely disseminated and seems to have been readily adopted by many clinicians as the nonpareil FA. However, researchers and clinicians should be aware of several lingering issues and considerations to have a more balanced understanding of the IISCA/PFA (e.g., the conditions under which this approach should be considered). Accordingly, we outline the strengths of the IISCA/PFA, considerations surrounding various factors (e.g., the dissemination tactics), ideas for future research, and how the discussion on this topic should move forward.

ABSTRACTSkilled therapists are critical to the achievement of a high level of treatment integrity in behavior‐analytic programs. Behavior Skills Training (BST) has been used to train staff to correctly implement discrete trial teaching (DTT) in a variety of previous studies. The current study used a nonconcurrent multiple baseline design to evaluate BST with a brief video model on acquisition of DTT skills of staff with no previous exposure to this approach and no prior experience in DTT implementation. Maintenance was assessed 7 days after the intervention was discontinued. Results of this study (a) supported Clayton and Headley's study (2019) findings of the effectiveness of using BST to teach DTT to newly hired staff, (b) obtained more precise acquisition data by breaking down error correction step into more steps, and (c) indicated high level of acceptability of the procedure on social validity measures. The influences of the number of task steps and participants' previous learning profiles on correctly implementing DTT, and participants' patterns of occurred errors are discussed.

ABSTRACTTwo assessments derived from the applied behavior analysis (ABA) literature were conducted to understand rugby players' preferences for drills and the context in which their engagement was inconsistent. First, 32 female varsity rugby players aged 18 to 25 participated in a survey‐based preference assessment. Next, 20 of the same players participated in an on‐field response restriction (RR) preference assessment. Results from the survey‐based preference assessment and the on‐field response restriction preference assessment were consistent. Specifically, offensive and no‐to‐light contact drills were preferred over defensive and heavy contact drills. Implications of these findings are discussed in the context of group‐based preference assessments and how using ABA procedures may benefit varsity sports coaching to improve athlete performance.

ABSTRACTExpanding tact repertoires in children with autism spectrum disorder (ASD) is often emphasized in early intensive behavioral intervention. While there are empirically validated teaching strategies for increasing tact repertoires in learners with ASD, strategies to support the use of acquired tacts within a shared social experience is an area that is less established. The current study employed a multiple probe design across participants to teach three children with ASD to identify and reciprocally label items as a response to tacts emitted by a social partner (i.e., reciprocal tacting) using discrete trial teaching. Reciprocal tacting with a social partner was observed across participants as a result of the teaching procedure. After training, all participants generalized the skill of tacting in a novel and naturalistic social experience.

ABSTRACTPhysical activity is associated with several health and non‐health‐related benefits for children with and without disabilities. Most children do not meet the Centers for Disease Control and Prevention's recommendation of at least 60 min of moderate‐to‐vigorous physical activity daily. Children with intellectual and developmental disabilities (IDD) are even less likely to meet these standards than their neurotypical peers. Thus, there is a need to identify ways to combat physical inactivity by identifying variables influencing physical activity in this population. The present study assessed the effects of activity contexts (Experiment 1) and social and nonsocial consequences (Experiment 2) on physical activity and problem behavior for children diagnosed with autism spectrum disorder (ASD) who exhibited problem behavior. In both experiments, we identified one or more conditions that effectively increased physical activity relative to a control. Additionally, little to no problem behavior was observed.

ABSTRACTCompeting‐response training is an important component of Habit‐Reversal Therapy. Competing responses are recommended to be incompatible with tics. However, research on the efficacy of non‐incompatible (“dissimilar”) competing responses is scant. We conducted two experiments with individuals with tics who had at least one established incompatible (“similar”) competing response and completed Habit‐Reversal Therapy previously. In Experiment 1, we compared similar and dissimilar competing responses in terms of tics reduction and interference with ongoing activities. In Experiment 2, we assessed the maintained effectiveness of dissimilar competing responses over multiple exposures, preference among competing response types, and the effects of similar and dissimilar competing responses on non‐targeted tics. Across both experiments, we observed similar tic reduction and disruption of ongoing activity when participants used either competing response type. Engagement was generally greater in dissimilar competing responses. We discuss potential implications for clinicians and areas of future research.