Behavioral Skills Research Articles

Study of Peculiarities of the Formation of Behavioral Skills in Rats in the Three-Arm Maze

The aim of our experimental research was to explore the formation of behavioral skills such as active avoidance learning in different species of rats in the three-arm maze. To determine which species is the most trainable, our study used 100 white outbred, 30 Long Evans and 30 Dumbo rats. The conditioned stimulus was a combination of playing the sound and turning off the light in a randomly selected target arm of the maze. 5 sec after the buzzer started to sound the light was turned off, then an unconditioned stimulus, the electric power, was applied to non-target arm, and the light was turned on. The task of the rat was to change the arm and enter the target (safety) arm of the maze after the sound stimulus. When the task was done, the floor of non-target arm was not charged furhter and the light was turned off. The interval between conditioned/unconditioned stimulus combinations was 30 s, it took 1 month to train each rat species and 20 sessions with different combinations of stimuli were used every day. The rat was considered trained when the probability of achieving the goal within a time limit not exceeding 6 s is 70% or higher of cases. It has been found that Dumbo rats are the best animals to train quickly in large groups to respond to an irritating stimulus.

Digital Health Interventions Are Effective for Irritable Bowel Syndrome Self-Management: A Systematic Review.

Digital health interventions (DHIs) could be a valuable self-management tool for patients with irritable bowel syndrome (IBS), but little research exists on IBS-focused DHIs and their effectiveness. This review aimed to identify DHIs for IBS and evaluate their characteristics, effectiveness, and feasibility. Our study team, including patient partners, conducted a systematic review using Medline, PsycINFO, Embase, Web of Science, and CINAHL from database inception to May 2024. Experimental and observational studies evaluating DHIs designed for use by IBS patients were included. Data extraction and assessment included study and DHI characteristics, effectiveness outcomes (symptom severity, quality of life, psychological indices, patient empowerment), and feasibility measures (adherence, usability, user satisfaction). Study quality and bias were assessed using a modified checklist of Downs and Black. Of the 929 identified, 13 studies of DHIs were included and deemed good quality on average (21,510 total participants) with six primary areas of focus: education, diet, brain-gut behavior skills, physiological support, health monitoring, and community engagement. Most DHIs were self-directed and reported statistically significant improvements in most effectiveness outcomes. Evidence suggests that DHIs focusing on brain-gut behavior skills or health monitoring may be most effective compared to other types of DHIs. However, their feasibility remains unclear, and the generalization of their impacts is limited. This review underscores the potential of DHIs in supporting IBS patients and improving their outcomes. However, additional research is warranted for continued intervention use in this population, including assessments on feasibility, safety, cost-effectiveness, and patient empowerment and experiences.

The Effectiveness of an Intervention Based on the Information, Motivation, and Behavioral Skills Model on Treatment Adherence and Self-Efficacy in Patients with Coronary Artery Diseases: An Explanatory Mixed Method Study

Background: Promoting adherence to treatment and self-efficacy in patients with coronary artery diseases helps to improve patient outcomes. The present study was conducted to explain the effectiveness of interventions based on information, motivation, and behavioral skills model on treatment adherence and self-efficacy in patients with coronary artery diseases. Methods: This explanatory-sequential study was conducted on patients with coronary artery diseases in Shiraz, Iran. First, a quasi-experimental study was conducted on 112 patients who were randomly assigned to two intervention and control groups. The intervention consisted of ten motivational training sessions that were designed based on Information, Motivation, and Behavioral Skills (IMBS) model and continued with six months of telephone follow-up and counseling. Data were collected before, three months, and six months after the end of the intervention. Then, in the second phase, a qualitative study including 20 in-depth interviews with 18 participants from the intervention group was conducted. The data were analyzed by deductive and inductive qualitative content analysis. Finally, quantitative findings were explained with the help of qualitative findings. Results: The findings showed that the mean score of treatment adherence, medication adherence, and self-efficacy in the intervention group was significantly higher than the control group 3 and 6 months after the intervention (p<0.001). The results of the qualitative phase of the study also showed that the four main categories include receiving targeted information, encouragement to care, gained self-efficacy/doubt in care, and improvement/non-improvement of treatment adherence behaviors can explain quantitative phase results. Conclusion: The results showed that receiving training with effective methods, strengthening the support system, self-confidence and positive attitudes about care, and promoting self-management and proper management of emotional distress contributed to the effectiveness of the interventions. However, receiving conflicting information, limited financial resources, and the inability to face challenges were among the obstacles to strengthening self-efficacy and adherence to treatment.

The Friends and Family for Mental Health Program: a pilot study of a cognitive behavioral therapy skills intervention for rural adults.

Limited access to psychological treatment is a pressing problem in the US, especially in more rural areas. One potentially underutilized resource is informal care from friends and family members. Although those in rural areas rely on informal care more than those in urban areas, there is little to guide interested caregivers in how they can be most effective. In this study, we conducted a pilot test of the Friends and Family for Mental Health Program, a mental health skills program we developed to enhance informal care and reduce psychological symptoms among informal caregivers. To provide an initial test of the potential benefits of this program, we evaluated the impact of the program on informal care skills, hope, psychological symptoms, and mental health skills. Informal care skills and hope improved. Participants also reported reduced anxiety. We considered intervention feedback to inform intervention development. Overall, findings provided preliminary support for the program and provide directions for future refinements. Though further research is needed, initial evidence suggests mental health skills programs directed at informal caregivers are both desired and beneficial in rural areas.

Intervention for the Management of Neuropsychiatric Symptoms to Reduce Caregiver Stress: Protocol for the Mindful and Self-Compassion Care Intervention for Caregivers of Persons Living With Dementia.

Stress related to Alzheimer disease and related dementias (ADRD) is common, particularly among those who care for persons with challenging behaviors and personality or mood changes. Mindfulness and self-compassion programs are efficacious for managing stress. The skills of mindfulness and self-compassion, however, must be integrated with behavioral management skills in order to effectively improve caregiver stress. In this study, we aimed to describe the development of the Mindful and Self-Compassionate Care (MASC) program, the first program that combines mindfulness and self-compassion with behavioral management skills to decrease caregiver stress, and its evaluation in the Supporting Our Caregivers in ADRD Learning (SOCIAL) study. Using the National Institutes of Health (NIH) stage model, we describe 3 phases of work encompassing NIH Stages 1A and 1B. In phase 1, we conducted 5 focus groups (N=28) of stressed individuals caring for persons with ADRD and challenging behaviors. Rapid data analysis informed the development of a 6-week online intervention. Phase 2 (NIH stage 1A) includes an open pilot (N>10) with optional exit interviews. Phase 3 (NIH stage 1B) is a feasibility randomized controlled trial of the intervention versus the Health Education Program control. Primary outcomes focus on feasibility with secondary outcomes encompassing acceptability, credibility, fidelity, and signals of preliminary efficacy. Phase 1 follows traditional recommendations for qualitative analyses (at the point of thematic saturation) which was achieved after 5 focus groups (N=28). For the phase 2 open pilot, up to 12 participants will be recruited. For the phase 3 feasibility study, recruitment of 80 caregivers will allow the assessment of feasibility benchmarks. Data for phase 1 included 5 focus groups. In phases 2 and 3, data collection will occur through REDCap (Research Electronic Data Capture; Vanderbilt University) surveys and an optional qualitative exit interview. Analyses will include hybrid inductive-deductive analyses for qualitative data and assessment of changes in our intervention targets and outcomes using t tests and correlation analyses. In phase 1, caregivers reported interest in a brief, online stress management program. Participants held misconceptions about mindfulness and self-compassion, but after detailed explanation thoughts, these skills could be helpful when directly linked to implementation during caregiving routines. Phases 2 and 3 will be completed by the end of 2025. We describe the protocol for the Supporting Our Caregivers in ADRD Learning study, as well as the development and feasibility testing of the Mindful and Self-Compassionate Care intervention. Future work will include a fully powered efficacy-effectiveness randomized controlled trial. ClinicalTrials NCT05847153; https://clinicaltrials.gov/study/NCT05847153; and ClinicalTrials.gov NCT06276023; https://clinicaltrials.gov/study/NCT06276023. DERR1-10.2196/58356.

Development of Soft Skills in Entrepreneurship Education: an Approach Based on Experiential Learning Theory

Objective: The objective of this study is to investigate the impact of entrepreneurship education on the development of soft skills in students, using experiential learning theory (ELT) as a foundation to foster these skills through active practices. Theoretical Framework: The study is based on Kolb's (1984) experiential learning theory and active learning models. These theories provide a solid foundation for understanding how learning occurs through experience, emphasizing the development of soft skills. Method: The research follows a qualitative and exploratory approach, with data collection based on bibliographic review and participant observation. The study was conducted in entrepreneurship courses, focusing on the observation of students' soft skills through the application of Kolb’s experiential learning cycle. Results and Discussion: The results show that the application of ELT in entrepreneurship education promotes the development of soft skills. The theoretical and practical implications are discussed in light of experiential learning theory, highlighting the importance of an active approach to education. Research Implications: The research has important implications for the fields of education and entrepreneurship, suggesting that experiential teaching can be an effective tool for developing essential behavioral skills for the labor market. Originality/Value: The study contributes by demonstrating the applicability of ELT in entrepreneurship education, addressing the gap between traditional teaching and the need to develop soft skills in academic contexts.

A review of online and gamified psychoeducational interventions for children with neurodevelopmental disorders and their parents

Background. Children with neurodevelopmental disorders (NDD) are impacted in their emotional, cognitive, social, and/or motor development. They, along with their relatives, confront multifaceted challenges. Psychoeducation as an evidence-based intervention providing support and education, would play a crucial role to facilitate their daily live and disorders’ progress. In the emerging digital world, online and gamified psychoeducation has gained increasing traction since they offer a better engagement and accessibility. However, there is a discrepancy between the number of digital psychoeducation programs and those with clinical evidence-basis. The present work aims at reviewing evidence-based interventions for neurodevelopmental disorders, targeting both children and/or parents. Methods. A systematic search of PubMed, Web of Science, and Cochrane was conducted with keywords related to “neurodevelopmental disorders”, “psychoeducation”, “online and digital interventions”, and no publication date restrictions. Inclusion criteria involved studies on psychoeducation for parents or children using online platforms or gamified designs. Results. Out of the initial 70 articles, only 8 met inclusion criteria. Limited number of the publications showed that psychoeducation is a recent area of research for neurodevelopmental disorders. Reported results converged to support that technology and gamification in psychoeducational interventions stimulate children’s interest and improve outcomes for children with neurodevelopmental disorders and their parents. Discussion. While digital psychoeducational interventions are promising for children and parents, the existing literature highlights the need of a scientific validation of such technology-enhanced interventions before being translated in real life practice. Furthermore, such research topic should account for behavioral and cognitive skills along with quality of life, to consider the NDD comorbidities.

Understanding Mixed Reality Simulation as a Training Environment for Behavior and Special Education Knowledge and Skill Acquisition

Concerningly, pre-service teachers might utilize practices during practicum and student teaching experiences in ways that are less than satisfactory, or even harmful, to students, peers, or mentors. Mixed reality simulation (MRS), an educational tool for practicing teaching skills, may be a warranted approach to field experience that limits wrongdoing. However, few studies have researched the impact and meaningfulness of MRS teaching experiences. Therefore, this study combined both survey results and interview findings to report the extent to which MRS might improve the knowledge and skills of pre-service educators and whether MRS was considered an appropriate field experience alternative. Within one simulated scenario design, participants ( n = 94) were asked to engage five elementary-aged avatar students who presented challenging behaviors and asked questions or made comments about disability. Implications of findings are discussed in relation to mitigating common barriers of field experiences in higher education programs suggesting that, potentially, MRS may be an innovative way to respond to attrition concerns in the field of special education.

Evaluation of a Workplace Diabetes Prevention Program Delivered via Distance Learning: A Qualitative Study.

Little is known about how distance learning impacts delivery of the National Diabetes Prevention Program (DPP) despite a rapid shift to this platform during the coronavirus disease 2019 (COVID-19) public health emergency. We explored how a workplace DPP, delivered via distance learning, impacted knowledge, motivation, and behavioral skills of participants throughout the program. We conducted repeated qualitative interviews with distance learning participants at baseline, 6 months, and 12 months from September 2020 to July 2022. Three study team members coded interview data using individual responses as the unit of analysis. We used a thematic approach, using the information-motivation-behavioral skills framework, to analyze responses and generate understanding of the program's impact. The 27 individuals who participated in the interviews (89% women, mean age 56 years) reported the distance learning platform was effective in changing their behavior. The program's focus on food logging and setting limits on specific types of caloric intake was perceived as essential. Education on ideal levels of fat and sugar consumption, lessons on how to read food labels, and dissemination of recipes with healthy food substitutions allowed participants to initiate and sustain healthy decision-making. Strategies to increase physical activity, including breaking up exercise throughout the day, made reaching their goals more feasible. Participants reported food logging and weight reporting, as well as group support during sessions, either sustained or increased their motivation to adhere to the program over time. A workplace DPP delivered via distance learning successfully prompted improvements in the knowledge, motivation, and behavioral skills necessary to increase healthy eating and physical activity among participants.

Training Staff to Implement Free-Operant Preference Assessment: Effects of Remote Behavioral Skills Training

Behavior Skills Training (BST) was used remotely to teach four special education teachers who lived in China to conduct free-operant preference assessments. A multiple baseline across participant design demonstrated a functional relationship between remote BST and the percentage of assessment steps completed correctly. Additionally, two of the four participants demonstrated generalization. Limitations and future research directions are discussed.

Enhancing Social-Communication and Behavior Skills in Adolescents with Intellectual Disabilities through Computerized Cognitive Training

Although it is not disputed that cognitive training can affect similar domains (near transfer) such as similar working memory tasks, it is still hotly debated whether they advance seemingly different domains (far transfer), such as social skills improvement. This study aimed to investigate the possibility of far transfer in enhancing social-communication and adaptive behavior skills using a computerized cognitive training program (CCTP) in adolescents with intellectual disabilities (ID). The two research participants aged 14 & 16 conducted a 16-week home-based CCTP using CogniFit for 2-4 days a week, at 20 minutes a day. After the 16-week CCTP, an adjusted 4-week CCTP based on CogniFit activities and on added social cues was followed. The participants underwent pre and post assessments for examining far transfer skills using a) the Test of Pragmatic Language-2, b) the Social Skills Improvement System Rating Scale, and c) the Vineland Adaptive Behavior Scales II. The results showed that this intervention program can benefit adolescents with ID in social-communication and adaptive skills, which can function as an important driver of cognitive development and academic outcomes.

A Pilot CBT-Based Group Mental Health Intervention for SGM Asylum Seekers

This study investigated the feasibility and acceptability of a culturally adapted group therapy intervention for SGM asylum seekers. From an initial pool of 16 eligible individuals contacted, five completed a majority of the intervention group sessions as well as exit interviews. Thematic analysis of these interview transcripts, as well as a case study of one participant, suggested that participants had a positive perception of the intervention and developed new cognitive behavioral therapy skills, including distress tolerance, cognitive flexibility, assertiveness, and self-compassion skills. Themes identified included a reduction in social isolation, enhanced solidarity, and heightened motivation for therapy engagement. Participants expressed preferences for culturally relevant discussion topics and identified the importance of privacy and personalized attention in the individual sessions that supplemented the group program. Despite logistical hurdles and variable engagement levels, the studied intervention has the potential to alleviate mental health morbidity in this underserved and vulnerable population, as well as spark interest in further engagement in therapy.

Examining the relationship of academic dishonesty with academic procrastination, and time management in distance education

Academic dishonesty undermines the integrity of educational processes and remains a widespread concern in higher education institutions, including those offering distance learning. In this context, identifying the factors that influence students' academic dishonesty behaviors is crucial. This study aims to explore the relationship of academic dishonesty with academic procrastination behaviors, time management skills among distance education students. For this purpose, the study employed a correlational survey model, which is a quantitative research method. The research sample comprised 220 students enrolled in an associate degree program via distance education at a public university, selected using the convenience sampling method. Data were analyzed using descriptive statistics, independent sample t-tests, Pearson correlation analysis, and stepwise regression analysis. The findings indicate that academic dishonesty behaviors among distance education students are low, while their academic procrastination behaviors and time management skills are at a medium level. The analysis of demographic characteristics revealed varying trends in their effects on academic dishonesty, academic procrastination, and time management skills among the participants. The study found no significant effect of demographic characteristics, such as gender, age, marital status, and employment status, on academic dishonesty. A positive relationship was found between academic procrastination behavior and academic dishonesty behavior; while a negative relationship was observed between time management skills and academic dishonesty. The analyses revealed that academic procrastination behavior and time management skills together predict academic dishonesty behaviors, with the developed model explaining approximately 26 % of the total variance in these behaviors. This study aims to address a critical gap in the literature and contribute to the development of academic integrity strategies by examining the relationships between academic dishonesty behaviors, academic procrastination behaviors, and time management skills in distance education.

ACTUAL PROBLEMS OF DEVELOPING SAFE BEHAVIOR SKILLS IN CHILDREN OF THE SENIOR PRESCHOOL GROUP

In the article, the authors consider the problems that hinder the development of safe behavior skills of children of the senior preschool group. A literary review of the works of foreign and Kazakhstani teachers and scientists on the safe behavior of older preschool children is made. The definitions of “safety” and “safe behavior” are analyzed. The current state of work on the development of safe behavior skills in a preschool organization, at home, on the street is studied; the characteristic of behavioral reactions of senior preschool children is given; the normative legal documents, the State mandatory standard of preschool education and training of the Republic of Kazakhstan and the Standard curriculum of preschool education and training of the Republic of Kazakhstan in the educational direction “Formation of socio-emotional skills” are analyzed. The purpose of the study is to identify current problems that hinder the development of safe behavior skills in children of the senior preschool group. The authors analyzed the types of child safety (social, physical and psychological, information, transport, educational, environmental, medical, legal and others), which are currently debatable. Based on the analysis of psychological and pedagogical literature, the current problems of ensuring and threatening the safety of children at home, on the street, in a preschool organization are identified. The ways of solving the problems reflected in foreign and Kazakhstani studies on ensuring the safety of older preschool children are considered. In the perspective of our research, determining the effectiveness of “playful learning” in the development of safe behavior skills and its implementation in the educational process of a preschool organization.

An Integrative Review of Interventions for Preventing Internet and Smartphone Addiction in Elementary School Students: Based on the IMB Model

Background: This study analyzes and evaluates the effectiveness of various interventions designed to prevent internet and smartphone addiction among elementary school students based on the Information-Motivation-Behavioral Skills (IMB) model.Methods: An integrative literature review examined studies published in the last ten years that focus on preventive interventions for internet and smartphone addiction among elementary school students. The selected studies were analyzed using the IMB model, which includes information, motivation, and behavioral skills as key components.Results: The analysis identified several critical components of effective prevention programs: providing relevant information, enhancing interpersonal relationships, emotional management, self-control, and impulse control skills. Effective programs often included group interventions, visual aids, play activities, and parental involvement.Conclusions: The findings suggest that balanced integration of information, motivation, and behavioral skills is essential for developing effective prevention programs for internet and smartphone addiction among elementary school students. The study provides a foundation for future research and the development of comprehensive prevention programs tailored to the unique characteristics of this age group.

Development and Effectiveness of Dialectical Behavioral Therapy-Based Emotion Regulation Skills Training for Adolescents

Development and Effectiveness of Dialectical Behavioral Therapy-Based Emotion Regulation Skills Training for Adolescents

A comparison of staff training procedures to teach flexible prompt fading

AbstractQuality behavior intervention requires critical thinking skills, in‐the‐moment analysis, flexibility, and clinical judgment. Yet, there has been limited research on developing these complex skills. Flexible prompt fading (FPF) is a prompting procedure that requires the interventionist to continually analyze learner responding and make in‐the‐moment decisions to maximize learning during the teaching session, ultimately using clinical judgment while using prompting as a teaching strategy. FPF has consistently been demonstrated to be effective and in some cases more efficient than other prompting procedures. However, there has been no research demonstrating effective training procedures for the skills necessary to implement FPF. In order to more widely disseminate procedures that require these analytic skills, effective training procedures must be identified. The current study evaluated the effects of behavioral skills training (BST) and a progressive approach to staff training to teach staff to implement FPF with autistic individuals/individuals with ASD and the effects of each training method on development of clinical judgment skills. The results demonstrated that both training procedures were effective in teaching implementation of FPF.

School-based consultation and coaching for promoting teachers’ generalized outcomes: A meta-analysis

School-based consultation or coaching may be used to promote teachers' use of various classroom management practices and interventions. An important aspect of school-based consultation and coaching is ensuring teachers generalize their use of evidence-based practices that were trained through consultation. However, the extent to which teachers generalize practices trained through consultation or coaching is somewhat unclear. As such, the purpose of this meta-analysis was twofold: (a) synthesize the existing school-based consultation literature to determine the extent to which teachers generalize practices they learned through consultation and coaching and (b) make a call to action for researchers to collect generalization data in consultation and coaching research. Seventeen studies were identified for review, in which results indicated school-based consultation and coaching to be effective for promoting teachers' generalization of EBPs (LRRi = 0.82) as well as target outcomes (LRRi = 1.15). Specific implementation supports (i.e., in situ training and behavioral skills training) significantly contributed to teachers' generalization, with specific practices (i.e., behavior specific praise) being more generalizable. Furthermore, moderation analyses were conducted to delineate aspects of consultation and coaching that are more likely to promote teachers' generalized outcomes. Limitations, future directions, and implications for research and practice are described.

A quantitative study on the professional competency enhancement of persons with visual impairment in Tamil Nadu

Independent living is one of the fundamental human rights of persons with visual impairments and employment plays a pivotal role in improving the quality of life. However, the employment rate of persons with visual impairment is comparatively insubstantial in the current scenario. It can be addressed through a structured training programme which may benefit persons with visual impairments by enhancing their professional competencies. The study aimed to provide QR-code-assisted instructions to enhance the essential skills required for showcasing professionalism. A purposive sampling method was used to select the participants ( N = 60), from the Coimbatore District, Tamil Nadu, and pre- and post-test data were collected through face-to-face interview schedules consisting of four domains: (a) workplace behaviour, (b) workplace culture, (c) soft skills, and (d) maintaining personality. QR-code-assisted instructions were provided individually, and the one-way analysis of variance (ANOVA) test results ( p < .01) indicated that QR-code-assisted instructions effectively enhanced professional behaviour skills among persons with visual impairments. Employment can be considered a measure of success applied equally to everyone. The authors designed and developed a training package, provided training to the participants using it, and the outcomes are discussed concerning the type of visual impairments and gender of the participants.

Religious-Based Peer Education in Preeclampsia Prevention: Social Cognitive Theory and Information, Motivation, Behavioral Skill Model Approach to Improve Preeclampsia Preventive Behavior in Indonesia

Background:Preeclampsia is the second leading cause of maternal death, largely due to the failure to identify the condition early. Prevention behaviors for preeclampsia in pregnant women can be developed through the Social Cognitive Theory (SCT) and the Information-Motivation-Behavioral Skills (IMB) Model. Utilizing religious organizations with unique values and cultures to foster high levels of compliance, a Religious-Based Peer Education approach can optimize these preventive efforts. Objective:This research aims to analyze the influence of knowledge, skills, motivation, observational learning, husband's support, and self-efficacy on the formation of preeclampsia prevention behaviors. Methods:A non-equivalent pre- and post-test design was conducted in Bojonegoro district from August 2022 to February 2023. The sample consisted of 179 pregnant women in the intervention group and 168 in the control group. The intervention involved Religious-Based Peer Education, with peers being members of the Muslimat NU religious organization, while the control group received routine assistance from existing health cadres. Data were analyzed using path analysis. Results:The mean scores for knowledge, skills, and behavior in the intervention group were significantly higher than those in the control group (13.81 vs. 12.34; 2.37 vs. 1.95; 30.33 vs. 28.19; p < 0.001). The strongest factors influencing the formation of preeclampsia prevention behavior were screening skills (b = 0.74, p = 0.010; 95% CI: 0.03–0.23) and self-efficacy (b = 0.36, p = 0.010; 95% CI: 0.23–0.48). Conclusion:The SCT and IMB models, when applied through Religious-Based Peer Education, have proven effective in improving preeclampsia prevention behaviors. Ongoing training for peers and consistent support for pregnant women are essential to identify high-risk pregnancies and prevent maternal complications. Keywords: social cognitive theory; information-motivation-behavioral skills model; preeclampsia; religious-based peer education; behavior