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.

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.

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; …

Human life is to be universally cherished and valued. Policies about how to value lives are often developed following gross human rights violations. Some of the most horrific violations have occurred under the guise of biomedical and behavioral research. As a result, policies have been developed to protect participants. Presumably, the primary responsibility of the researcher is their protection. There are, however, potential tensions between protections and research agendas, which set the occasion for over selection of participants with vulnerabilities. This dynamic may establish competing contingencies that devalue, and potentially harm, participants. Power imbalances inherent in the researcher-participant relationship establish the researcher as the dominant knowledge seeking authority and the participant as the subservient subject. Ideally, research in applied behavior analysis is driven by a steadfast orientation toward the enhancement of human life and the amelioration of suffering. The purpose of this paper is to present an analysis of human rights trends in the Journal of Applied Behavior Analysis. The dependent measures are based on ethical principles established for the protection of participants and recommendations concerning participatory research practices in applied behavior analysis. The results indicate that in some cases, protections have been minimally reported. Furthermore, power imbalances are highly …