Sensory integration techniques are a common treatment procedure among occupational therapists. The goal is to "apply" input that competes with input from problem behavior. Although this is a commonly recommended intervention, there is limited empirical evaluation with adults with intellectual disabilities. Therefore, we evaluated the effectiveness of occupational therapist-suggested sensory stimuli on the automatically maintained problem behavior of adults. Specifically, we compared the effects of non-contingent access to sensory stimuli and non-contingent access to highly preferred stimuli on the rate of problem behavior. Results suggested that, relative to highly preferred stimuli, sensory stimuli had either a limited effect on problem behavior, or in some cases, were correlated with increases in problem behavior. This suggests that sensory stimuli may not produce the same automatic stimulation as problem behavior. We will discuss implications for treatment, including methods for better identifying stimuli for use in the treatment of automatically maintained problem behavior.

The aim of behavior analysis has always been to apply technologies rooted in basic behavioral principles to problems of societal importance (e.g., Skinner, 1948; 1953; 1987). One such problem is the Tragedy of the Commons - a phenomenon arising from systemic failures among a community, leading to the total collapse of a critical resource (Hardin, 1968). Elinor Ostrom's Eight Design Principles were developed to provide a framework for the self-management of common pool resources (CPRs; Ostrom, 1990/2015). When applied as an independently manipulated variable, Ostrom's design principles have shown strong effects in the management of CPRs within the context of a tabletop board game Catan® (Smith & Becker, 2023). This preparation included both rewards (i.e., positive reinforcement) and sanctions (i.e., positive punishment) as a feature of the independent variable. However, it has been well documented that punishing and coercive contingencies can lead to problematic outcomes for individuals and societies (e.g., Sidman, 2001; Skinner, 1976). This study evaluated the effects of utilizing only rewarding consequences in lieu of sanctions in an effort to produce the previously observed control over self-management of a CPR, utilizing the previously adapted rules of the Catan® board game.

Residential facilities for adults with developmental disabilities offer essential accommodations and support services, with fostering communication for residents as an important aspect of care. Despite the importance of communication, previous research has identified concerns about staff performance (SP) in facilitating positive social interactions, such as engaging in consequent-mediating behavior for residents' mands. Previous research has primarily focused on improving SP through skills-based training. Yet, Skinner's theory of verbal behavior emphasizes the social and reciprocal nature of mands. Skinner suggests that the listener's behavior, engaging in consequence-mediating behavior, must be conditioned by the verbal community. However, empirical investigations into the reinforcing practices of staff in residential facilities, such as the shaping and sustaining of different types of resident mands, is limited. The current investigation sought to address this gap in research by evaluating if distinct mand topographies, disguised or specific mands, influenced the likelihood of staff engaging in consequence-mediated behavior across three staff-resident dyads. Results suggest a low probability of staff responding to, or reinforcing, mands, thus limiting conclusions on the effects of mand topographies on staff performance. Future directions and considerations regarding resident-staff interactions are discussed.

Pacing, a common form of stereotypy in captive animals, poses challenges for animal welfare and conservation initiatives. The current study used a comprehensive measurement system to investigate the impact of introducing a food-related activity on the daily patterns of multiple behaviors, including stereotypic pacing, in two zoo-housed cougars. The results showed that, while the intervention did not mitigate pacing overall, it did cause a shift in the cougars' routines. This demonstrated the significant influence of keeper behavior on the animals. Furthermore, the differing effects on each cougar's behaviors underscored the necessity for individualized interventions tailored to the specific needs of animals.

Noncontingent reinforcement (NCR) is a possible alternative to differential reinforcement of other behaviors (DRO) that may operate through a similar mechanism. In the research, the participant's problem behaviors were maintained by automatic reinforcement or even multiply maintained. NCR is the method to intervene with the participant who had no clinical effect on using sensory integration therapy (SIT) to reduce problem behaviors in the previous study. The results showed that NCR is an effective way to decrease the problem behaviors without extinction burst.

Adults with autism spectrum disorder (ASD) and intellectual disability (ID) are the majority of population in residential settings. Many clients in residential settings engage in problem behavior that interferes with their daily routine and work requirements. Restricted and repetitive behavior are one of the features of ASD diagnosis, typically in the form of invariable responding and predictable responses. Differential reinforcement has been used to produce and maintain response variability. I evaluated the utility of a fixed ratio 1 (FR1) schedule on variability to increase the diversity of activity selections in the treatment of problem behavior occasioned by the interruption of routines. Chase engaged in problem behaviors in his bathroom routine, no matter by himself or with his housemate. Results demonstrated a reinforcement-based treatment increased both variable and novel selections while decreasing the rate of self injurious behavior.

Functional analyses are the gold standard of confirming maintaining variables of problem behavior. Despite widespread support, many clinical settings instead use anecdotal assessments. These have been shown to have poor reliability when used by non-experts but can be useful for confirming maintaining variables of problem behavior when agreement has reached a certain level. We used behavior skills training to teach new staff member pairs behavior function to increase their reliability on these assessments. We found that although agreement increased slightly, this was not clinically significant. Out of the two pairs of participants one pair of participants was able to identify their client's maintaining variable of problem behavior. Future research should investigate the type of training used for non-experts for example training non-experts to state problem behavior in objective operational terms.

Verbal behavior is a critical repertoire for children with autism spectrum disorder to acquire. Tacts—verbal behavior evoked by nonverbal stimuli—are important for communicating about the world around oneself. Noun-verb tacts are part of a robust tact repertoire and may be addressed during applied behavior analytic intervention. When acquiring noun-verb tacts, it is important that the speaker learn to respond to many variations of stimuli like novel combinations of learned nouns and verbs, which is called recombinative generalization. One strategy to teach multi-component targets, such as the noun-verb tact, and lead to recombinative generalization is matrix training. Matrix training is a framework utilized to arrange targets that can be combined in order to facilitate recombinative generalization by teaching a subset of combinations and then probing others. With three children with ASD, we used matrix training and evaluated the acquisition of trained and novel combinations of noun-verb tacts with GIFs as stimuli arranged in three matrices. We used a concurrent multiple probe design across sets, and our results indicated that all participants acquired trained noun-verb tact targets in the presence of the GIFs. The degree of recombinative generalization varied across participants, but each participant demonstrated recombinative generalization with some stimuli. We analyzed …

Observational learning (OL) allows an individual to acquire novel responses by observing others' behavior and the corresponding consequences. The complexity of skills involved with OL may vary with the learning context. A learner may observe modeled responses to both trained (known) and untrained (unknown) stimuli or they may observe both reinforced (correct) and nonreinforced (incorrect) responses. The purpose of this study was to develop assessment and training procedures for OL component skills when the learner observes a combination of learning contexts: reinforced and nonreinforced responses to both trained and untrained stimuli. Two children with autism, Tom and David, participated. We assessed the following component skills in the context of tact trials: (1) Discriminating trained and untrained stimuli, (2) attending to the modeled performance, (3) discriminating consequences, and (4) conditionally responding based upon a name call. Next, we trained the component skill(s) for which the learner's performance did not meet criterion and then reassessed for OL. For both participants, immediate increases in OL were observed; however, modifications to the post-assessment (differential observing response for consequences and/or differential reinforcement) were required to produce (Tom) or maintain (David) criterion levels of responding. Interpretations of these outcomes, as well as limitations and directions for …

Effective and efficient skill-acquisition procedures must be identified to support individualized behavioral programming for children with autism spectrum disorder (ASD). To do this, practitioners and researchers may use assessment-based instruction. Prompts are a common teaching strategy to promote skill acquisition. The purpose of this applied study was to use assessment-based instruction to evaluate the efficacy and efficiency of within- and extra-stimulus prompts to teach conditional discriminations to two children with ASD. We identified stimulus prompts using a survey of popular children's games and conducted a tablet-based instruction readiness assessment. Stimulus prompts involved motion (within-stimulus) and pointing (extra-stimulus) to evoke correct responses in the presence of a discriminative stimulus. We used an adapted alternating treatments design with a no-treatment control condition to evaluate the effects of both prompt types across multiple sets of stimuli. Both stimulus prompt types were efficacious in facilitating skill acquisition for two of three participants. Little difference was observed in the time to mastery with either prompt. Neither stimulus prompt was efficacious for the third participant. Assessment results will be used to inform clinical programming to teach conditional discriminations to participants and contribute to research on designing and implementing assessments of skill-acquisition procedures.

Beneficial consumer outcomes are most likely when behavior-analytic interventions are implemented with high procedural fidelity (i.e., degree to which the procedure is implemented as intended). Video self-monitoring, which involves teaching staff members to monitor their own procedural fidelity when watching recordings of themselves, can be used to improve and maintain high procedural fidelity, but video self-monitoring requires additional staff time and resources. In-vivo self-monitoring, which involves monitoring procedural fidelity during or immediately following implementing a behavior-analytic intervention, could be a cost-effective option. However, in-vivo self-monitoring needs additional research to understand its effects on procedural fidelity. This current study analyzed the effects of in-vivo self-monitoring on the procedural fidelity of three behavior technicians implementing discrete trial instruction with children with autism. We used a nonconcurrent multiple baseline across participants design to teach participants how to score their procedural fidelity during their discrete trial instruction session. Data suggested that in-vivo self-monitoring was effective for two out of three participants, and those two participants were more likely to be accurate in their self-scored procedural fidelity. Procedural fidelity for the third participant did not increase with in-vivo or video self-monitoring, and the third participant was less likely to be accurate in their self-scored procedural …

The concept of "creativity" has been studied under the perspective of variability in behavior analysis. Creativity and variable responding contributes to problem solving in novel situations, learning new responses in different environments, and promote interactions that would otherwise be prohibited by repetitive behaviors and routines. During childhood, play contributes to the emergence of creativity and variability. Children develop many skills that are important to their lives while engaging in play behaviors. Some of those skills include self-advocacy, communication, and problem solving. Researchers have investigated different methods to promote variable play skills in children with autism spectrum disorder (ASD). There is limited research on prompting as an isolated variable in increasing variability in play responses. The purpose of this study was to investigate the effects of prompting on variable play skills. Results indicated that verbal instructions and modeling were effective in increasing variable play responses. Both participants displayed a sustained increase in novel item engagement when exposed to prompting.

Despite the evidence that supports the benefits of a holistic, collaborative approach to autism intervention, but there is little training to teach those skills to professionals. Behavior analysts working in applied settings will often partner with different individuals from very different backgrounds and disciplines. Skilled Dialogue has been recommended as an approach to conversations that values everyone's contributions in fostering compassionate, collaborative, and culturally responsive care to benefit the children served. The purpose of this study was to evaluate the effects of a training workshop to teach the concept and strategies of skilled dialogue to behavior analysts in training. The participants were taught and practiced using the six strategies of Skilled Dialogue: welcoming, allowing, sense-making, appreciating, joining, and harmonizing through use of instructions, rationales, activities, simulations, and feedback. The success of the training was evaluated using a multiple baseline design across training components. Audio and video responses to role-play scenarios were recorded, transcribed, and scored to measure the results of the training workshop on communication skills. The results suggested that the training workshop was an effective method to teaching future behavior analysts how to engage in the strategies and components of skilled dialogue, increasingly the likelihood of collaborative, and children …

Rumination consists of voluntary regurgitation of partially digested food, followed by chewing and re-swallowing or expulsion of regurgitated stomach contents (DM-ID2). Little research has systematically analyzed the differential effects of type or quantity of food on rumination across extended observations. This analysis demonstrated that certain (isolated) foods may differentially affect the rate of rumination. Furthermore, patterns of responding and manipulations of quantity may provide evidence for naturally occurring contingencies of punishment for the rumination of particular foods. These results may provide an avenue for minimally invasive, sustainable treatment for individuals with severe and chronic rumination.

Although behavioral science, due to its emphasis on the use of single-subject research design, appears to focus solely on individual behaviors, behavioral scientists have a long history of lamenting the trajectory of humans, societies, and the discipline itself. Some scholars, for instance, called for our attention to expand our focus beyond individual behaviors to generate solutions for societal issues that we face. When we attempt to develop solutions for issues that require multi-level analysis, we must be cognizant of how institutional contingencies operate at the individual level. The current study analyzed triadic interactions using an exchange task in six triads. The result of this study showed that one common pattern of interactions among participants across triads was direct reciprocation between two participants. The implications of such findings, how they inform social behavior and metacontingency experiments, and future directions are discussed.

Creativity can be a useful skill in today's classrooms and workplaces. When individuals talk about creativity, it's unclear what the controlling variables are when we tact behavior as "creative." Research in understanding the processes behind behaviors that are considered "creative" would assist in identifying functional relations and provide insight on how to teach creativity. Since creativity is often described as doing something different from the norm, behavioral variability may be a potential aspect of creativity. This study aimed to replicate previous findings by investigating the effects of discrimination training in a multiple schedule of varied and repetitive responding in the context of a video game. Participants played through a 2D online video game made in Bloxels. Different alternating-colored platforms served as the discriminative stimuli for the vary and repeat components. Three parameters of variability were measured (e.g., left jumps, right jumps, and double jumps). The results of the study indicate that participants were able to learn the discrimination of when to repeat and vary their responses depending on which colored platform they encountered.

Previous studies, typically with children, have used delay-tolerance training to treat problem behavior maintained by access to tangibles. This often involves physical prompting and waiting rather than exchanging, two practices that may not be possible or relevant to adults with intellectual disabilities (ID). For many adults with ID in residential settings, exchanging items, rather than waiting per se, may be evocative for problem behavior. In the current study, I evaluated an exchange program to treat problem behavior maintained by access to tangibles for adults diagnosed with ID at a residential facility. I measured the latency to exchange low- and high-preference items following a request for the item and the individual's problem behaviors. Results demonstrated that the exchange program increased relinquishing of an item while decreasing the rate of problem behavior. This analysis provides another method to treat problem behavior maintained by access to tangibles for adults without using physical prompting.

People with intellectual disabilities (ID) face a high risk of experiencing adverse events including abuse, neglect, and serious medical issues. Access to effective interventions for people with moderate to severe ID is limited because of communication deficits that are characteristic of this population. Some of the negative effects of exposure to trauma for people with ID can include increases in problem behaviors. Behavior analysts have developed robust assessments and treatments to address these problem behaviors for people with ID; however, when these behaviors arise after a traumatic event, specialized assessments may be necessary to ensure effective treatment and decreased risk of re-traumatization. Specifically, if trauma-related stimuli (TRS) differentially affect preferences and functions of behavior, assessments of the effects of these stimuli may be critical to mitigate those effects. In my first experiment I found that TRS differentially affected behavior (including heartrate) during preferences assessments. In my second experiment I found that TRS differentially affected heartrate and the function of problem behavior for two of three participants. I discuss implications of these findings, including 1) that measuring some of the physiological effects of TRS using commercially available heart rate monitors could improve behavior analytic assessments for people with potential trauma histories; …

When learning conditional discriminations, it is possible that faulty sources of control develop and interfere with acquisition. In 2021, Bergmann et al. reported the effects of different integrity levels (i.e., to what degree an intervention is implemented correctly) on undergraduate students' mastery of an arbitrary matching to sample task. They found that participants in the reduced integrity conditions at or below 80% were more likely to show stimulus biases (i.e., selecting a particular incorrect stimulus in the presence of a sample stimulus) than participants in integrity conditions at or above 85%. Bergmann et al. did not investigate whether participants were likely to show responding that was biased by position. A position bias is a type of faulty stimulus control that involves allocating more responses to one or a few positions (e.g., first, second, middle, left). We conducted a secondary analysis of data from Bergmann et al., and we used a chi-square goodness of fit test to identify which participants showed a position bias. We found 25 participants out of 168 with potential position biases. We used a chi-square test of independence to analyze the distribution of participants with biased responding by condition and did not find a statistically significant difference. …

In an organism's natural environment, there are always an uncountable number of stimuli, and stimulus features, available to gain control over behavior. When these component stimuli are presented simultaneously, this new stimulus compound can occasion a previously unseen effect on behavior. Stimulus compounding is a method used to better understand how variables in stimulus features may impact the final effect on an organism's responding when presented with a stimulus compound. While stimulus compounding experiments are often conducted using intermodal tone and light stimuli, it is conducted far less often using intramodal stimuli, potentially due to the competing stimulus features of same-modality stimuli. Even less conducted research has been done using two odor component stimuli, despite the large impact odor has on many species' behavior. The purpose of this study was to conduct a stimulus compounding experiment using intramodal ambient odor stimuli in rats, to see what kind of effect a mixed odor compound would have on the subject's behavior. This was done using a wind tunnel designed operant chamber, where both subjects were trained to respond to independently presented odor stimuli. Following training a compound mixture of both component odors was presented to the subjects. The results of this study …

Nobel laureate and economist Elinor Ostrom earned a Nobel prize in economic sciences in 2009 for her research on a community's ability to self-govern a common pool resource with the use of eight design principles. While Ostrom's accumulated efforts to analyze these principles and apply them to community resources have earned widespread recognition, these principles have yet to take off on a grand scale as a blueprint for self-governance systems globally. There is also a lack of empirical evidence that supports these principles as empirical investigations have yet to manipulate the principles individually or as an intervention package as independent variables. The purpose of the present study is to empirically test Ostrom's eight design principles in a tabletop game model of a community utilizing a common pool resource (CPR) by implementing as well as removing the principles within an adapted version of the board game Catan. In three groups, the CPR almost always fully crashed in baseline but not when Ostrom's principles were in place as game rules. Results indicated that Ostrom's design principles may organize participant responses and maintain resource levels over time more effectively than without Ostrom's rules applied.

When autism interventionists within behavioral intervention programs continually assess the child's behavior and context and adjust their teaching behaviors accordingly, the child can quickly progress towards their goals. While evaluations of flexible behavior-change techniques implemented by experienced clinicians are present in the literature, systematic evaluations of staff training procedures to train interventionists in responsive decision making are lacking. In the current study, flexible training procedures were utilized to not only teach direct-line staff to make decisions based on the learner's behavior, but also to understand and articulate the variables they were responding to. During in vivo training sessions, trainers tailored their use of instructions, modeling, practice, feedback, narration modeling and shaping, and decision-making guidance to the dynamic needs of the staff and child. The effects of the treatment package, which consisted of an in-service training and in vivo training sessions, were measured by observing staff teach vocal manding, which was chosen based on the importance of the skill for the child and because it afforded many opportunities for the staff to learn to make decisions about how to occasion and shape responses. The three children with autism who participated in the study made progress in terms of increasing their frequency …

Evidence-based practice in ABA is a complex decision-making process involving frequent adjustments in goals and procedures as informed by science, client need, and clinical wisdom. Consistent with the science's foundations, incredible gains are possible for children with autism when practitioners are systematically trained to understand, produce, and be responsive to shifting conditions for change. However, minimal standards for training promote inflexibility and rule following, at the expense of frequent and responsive adjustments. Although research has demonstrated that well-trained staff can effectively implement flexible procedures using in-the-moment assessment and clinical judgment, minimal research has targeted and evaluated the development of these repertoires. Therefore, the purpose of this study was to evaluate the effects of a staff training package, including an in-service training and in vivo training sessions, on staffs' ability to make responsive, goal-directed, and rationale-based decisions directed towards accelerating progress with vocal manding for children with autism. The evaluation was the second part of the larger Change AGENT Project. Results suggested the training was effective at producing socially validated progress across staff and child measures. In essence, the trainer, staff, and child acted as change agents for one another's behavior within the flexible paradigm. Implications, limitations, and future directions are …

This research aimed to determine the effects of an online training program on the accurate articulation of the concepts and elements needed to conduct a matrix analysis, the accuracy with which participants embedded these elements in a matrix analysis diagram, and the qualitative value of those elements. The development of the online training program was completed through a series of recursive steps. First, four literature searches regarding the matrix analysis, its foundational concepts, and underlying theoretical frameworks; systems analysis; culturo-behavior science; behavior analytic approaches to education; wicked and super wicked problems; and behavioral community psychology were conducted. Second, a tentative list of definitions for each element that collectively forms a matrix analysis was formed used to complete a component-composite analysis for each of the elements, and to determine the component skills individuals would need to develop to complete a matrix analysis and corresponding diagram. The component-composite analysis served as the basis for the general outline of the training program and the structure for the development of the training program presentations, activities, and assessments using Google Classroom. The online training program was piloted with 17 individuals enrolled in a graduate level course on behavioral systems analysis. Following the pilot of the …