Descriptive characteristics of extinction bursts: A record review.

Procedural extinction is sometimes associated with a temporary increase in responding known as an extinction burst. Extinction bursts present unique challenges in the context of treating behavior targeted for reduction. The present study updates the prevalence of extinction bursts using a clinical sample (N = 108) receiving treatment for targeted behavior. The prevalence of extinction bursts in our sample (24%) was consistent with that in prior literature. The extinction-burst magnitude decreased across sessions after extinction was contacted during treatment, but this sample did not demonstrate decreased persistence or magnitude of extinction bursts across successive transitions from baseline to treatment. We also examined the prevalence and magnitude of extinction bursts based on the function and topography of targeted behavior and treatment components and found no consistent relation among these variables. These findings should lead clinicians to prepare for transient extinction bursts when implementing extinction-based treatment for challenging behavior.

Prediction of Response Patterns during Conditional Discrimination Training across Data Recording Methods.

The effectiveness of an intervention is tied to the degree to which a program is implemented as described and the behavior analyst's ability to individualize the program based on client-specific factors. LeBlanc et al. (2020) found that training clinicians to use enhanced data sheets, which represent both the antecedent and response, resulted in greater procedural integrity when compared to standard data sheets. Additional benefits of enhanced data collection systems include the representation of potential error patterns, which may be used to modify the intervention program. The current study compared naïve participants' accuracy in predicting a client's performance when represented on standard and enhanced data sheets. Participants consistently identified error patterns on enhanced data sheets; however, performance did not differ across data collection methods when accurate responding or unpredictable controlling relations were shown. These findings suggest that enhanced measurement may facilitate the identification of error patterns during instruction for behavior analysts.

Simultaneous Prompting to Teach Intraverbal Synonyms to Struggling Readers.

In simultaneous prompting procedures, an immediate (i.e., 0-s) prompt is presented during all training trials, and transfer to the target discriminative condition is assessed during daily probes. Previous research suggests that simultaneous prompting procedures are efficacious and may produce acquisition in fewer errors to mastery when compared to prompt delay procedures. To date, only a single study on simultaneous prompting has included intraverbal targets. The current study evaluated the efficacy of a simultaneous prompting procedure on the acquisition of intraverbal synonyms for six children at risk for reading failure. Simultaneous prompting alone produced responding at mastery levels in seven of the 12 evaluations. Antecedent-based procedural modifications were effective in four of the five remaining evaluations. Errors were generally low for all but one participant. The current findings support the use of simultaneous prompting procedures when targeting intraverbals for young children exhibiting reading deficits.

A Component Analysis of Skill Acquisition Consequences with Listener Responses.

We conducted a component analysis of skill acquisition consequences for correct and incorrect responses. In the learn unit (LU) condition, researchers praised correct responses and implemented a correction procedure contingent on incorrect responses. In the praise-only-for-correct-responses (PC) condition, researchers delivered contingent praise for correct responses and ignored incorrect responses. In the correction-only-for-incorrect-responses (CI) condition, researchers ignored correct responses and implemented the correction procedure contingent on incorrect responses. We manipulated this independent variable across educational and abstract stimuli and measured acquisition rate, duration, and maintenance of responses. The results showed that the LU and the CI conditions were both effective in teaching listener responses and were more effective than the PC procedure. Furthermore, the LU instruction was not necessarily more efficient than the CI condition on acquisition of listener responses. The results suggested that the correction procedure may be necessary and sufficient for skill acquisition and maintenance.

Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome.

Simultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabilities. The current study compared simultaneous prompting and constant prompt delay procedures on the acquisition of simple listener responses for a 4-year-old male with Down syndrome. Simultaneous prompting produced responding at mastery levels in less than one third of the total sessions required in the prompt delay condition and substantially fewer errors.

Control by Compound Antecedent Verbal Stimuli in the Intraverbal Relation.

Control by compound antecedent stimuli in verbal behavior represents an understudied but promising area of research. To date, reference to compound verbal stimulus control has generally only included descriptions of convergent multiple control. A sizeable experimental literature exists on the topic of compound stimulus control, which differs from convergent multiple control in that the stimulus elements often do not have a prior conditioning history (i.e., do not separately strengthen any response). The current study attempted to bridge the experimental and verbal behavior literatures by including a two-component antecedent verbal stimulus during intraverbal training for which neither component currently served an evocative function. Subsequent analyses of stimulus control suggested overshadowing by temporal location in the compound verbal stimulus and lack of emergence of the divergent intraverbal relation across all sets. Additional research is needed on compound stimulus control and verbal behavior researchers may be poised to answer several questions relevant to the experimental and verbal behavior literatures on the topic.

Recommended Practices for Individual Supervision: Considerations for the Behavior-Analytic Trainee.

Supervised fieldwork is a critical component in the training of future behavior analysts. A growing body of literature describes best practices in behavior-analytic supervision, yet the trainee is rarely referenced. Additional resources delineating the expectations and suggested practices of the trainee are warranted. The current article describes recommended activities for the behavior-analytic trainee using practice guidelines for the supervisor offered by Sellers, Valentino, and LeBlanc (2016c). This work extends the current literature by outlining the role of the trainee in the supervisory relationship and supervised fieldwork experience.

Preference for Alternative Communication Modality Based on Reinforcer Quality and Availability.

Preference for augmentative or alternative communication (AAC) systems has received growing interest in work with individuals with developmental disabilities. An individual may choose a modality based on technological (e.g., auditory-output) or aesthetic features of a system; however, it is ideal that functional features (i.e., effectiveness in producing a reinforcer) affect preference to a much greater extent. Prior research has treated preference as a static variable and may commonly report a lack of preference for a modality or control by irrelevant features of the assessment (e.g., position of the modality in an array). The current study assessed the preference for AAC modalities of a teenager with autism spectrum disorder and intellectual disability using a concurrent-chains procedure. This study extended prior research by including additional methods to ensure accurate assessment of preference (i.e., a control condition) and a reinforcer manipulation to determine whether preference was controlled by non-functional (e.g., aesthetic) or functional (i.e., reinforcer quality and availability) variables. Preference was found to be functionally related to reinforcer availability, including when rapidly alternated between modalities. Moreover, the participant consistently allocated responding away from the control condition. Implications for self-determination and suggestions for future research on preference for AAC systems are considered.

Effects of the Onset of Differential Reinforcer Quality on Skill Acquisition.

Differential reinforcement of a target response is a necessary component of stimulus control transfer procedures. Recent research has further considered the timing (i.e., onset) of differential reinforcement of unprompted correct responding. To date, the onset of differential reinforcement has been inconsistently controlled in studies comparing skill acquisition programs for individuals with developmental disabilities. The current study serves as a systematic replication of prior comparative research to examine the effects of immediate and delayed differential reinforcement onset on the efficiency of acquisition for three individuals with developmental disabilities. The delayed onset of differential reinforcement required the fewest number of exposures to mastery per target across all comparisons. These findings failed to replicate those of prior research on differential reinforcement onset, possibly due to differences in participant characteristics, target tasks, or other required procedural modifications. Considerations for future research on differential reinforcement procedures in skill acquisition programs are described.

An Evaluation of Instructive Feedback During Mastered Demands.

The presentation of non-target stimuli during trial-based instruction is known as instructive feedback. Previous research on instructive feedback has shown that learners with developmental disabilities may acquire these additional (i.e., secondary) targets without further training. Embedding secondary targets during the review of previously mastered targets may be used to bolster instructional gains. The current study evaluated the efficacy of embedding secondary targets during maintenance sessions for a child with autism spectrum disorder. The participant's responding met the mastery criterion for two target sets presented during the consequence portion of maintenance trials. For the remaining five target sets, a more intrusive intervention was required. Additional research is needed to evaluate the conditions under which secondary targets may be acquired. Supplementary Information: The online version contains supplementary material available at 10.1007/s40616-022-00174-9.

Recommendations for Using PowerPoint 2016/2020 to Create Individualized Matching to Sample Sessions on the iPad.

A recent tutorial by Cummings and Saunders (Behavior Analysis in Practice, 12, 483-490, 2019) described methods to arrange match-to-sample tasks using PowerPoint on laptops with touch screens. Similar paradigms may be used on tablet-based systems such as the iPad. Because iPads may be commonly used by behavior-analytic practitioners, modifications to the procedures described by Cummings and Saunders (2019) may facilitate the successful use of these systems in treatment programs. Here we describe additional procedures and settings that may increase practitioners' success when using match-to-sample instructional arrangements on the iPad.

Review of Methods to Equate Target Sets in the Adapted Alternating Treatments Design.

The adapted alternating treatments design is a commonly used experimental design in skill acquisition research. This design allows for the evaluation of two or more independent variables on responding to unique target sets. Equating target sets is necessary to ensure a valid comparison of the independent variables. To date, there is little guidance on best practice when equating target sets and it is unclear how researchers have done so previously. We reviewed the reported methods used to equate target sets in articles published using the adapted alternating treatments design in five behavior-analytic journals. Just over half of the studies published using the adapted alternating treatments design reported any method to equate target sets and the methods varied considerably. Alternative methods, such as random assignment, were prevalent. Considerations for best practice and avenues for future research are discussed.

Citation Analysis of The Analysis of Verbal Behavior (2008-2018).

Recent articles by the editorial board of The Analysis of Verbal Behavior (TAVB) include calls for greater integration, collaboration, and inclusion. In so doing, it may be helpful to consider TAVB's current reach. Previously, Petursdottir, Peterson, and Peters (The Analysis of Verbal Behavior, 25, 109-121, 2009) described the number of citations of articles published in TAVB from 1983 to 2007. The authors found that the greatest number of references to TAVB were self-citations, followed predominantly by other behavior-analytic outlets, such as the Journal of Applied Behavior Analysis. Here, we replicate and extend the work of Petursdottir et al. (The Analysis of Verbal Behavior, 25, 109-121, 2009) by conducting a citation analysis of references included in TAVB publications from 2008 to 2018 and also report citations by these venues to TAVB. This citation analysis allows for a more recent review of those outlets that articles published in TAVB commonly reference and those that cite TAVB. Generally, self-citations predominated, with articles published in TAVB commonly referencing books and chapters. The implications of these practices on the impact of TAVB and suggestions for moving forward are considered.

Interpersonal and Group Contingencies.

Responding by individuals in groups has been a prominent interest of the field of psychology. Experimental analyses of human behavior have provided some unique findings of the role that the environment, including both social and nonsocial stimuli, may have on individual responding. Cooperative and competitive contingencies, previously evaluated in animal and human operant research, provide unique insight into applied interventions, in particular group contingencies. The current manuscript attempts to bridge these two literatures to foster the development of more effective technologies and lines of experimental or translational research that may better inform interventions in the applied realm.

Assessment and Treatment of Problem Behavior Maintained by Termination of Interruptions.

PURPOSE: Previous research has identified termination of interruptions to repetitive behaviour as a reinforcer capable of maintaining problem behaviour. Effective treatments have included functional communication training and multiple schedules of reinforcement. METHODS: In the present study, a functional analysis determined that the aggression of an eight-year-old boy with autism spectrum disorder was maintained by termination of interruptions of repetitive behaviour. An intervention was implemented consisting of differential reinforcement of other behaviour and response cost. RESULTS: The intervention produced and maintained a reduction in aggression and increased tolerance for interruptions of systematically increasing durations. CONCLUSIONS: This case study demonstrates an alternative approach to the treatment of problem behaviours such as aggression maintained by termination of repetitive behaviour that includes teaching the individual to tolerate interruption of repetitive behavior.

Brief Report: Feasibility and Preliminary Efficacy of a Behavioral Intervention for Minimally Verbal Girls with Autism Spectrum Disorder.

We report the feasibility and preliminary efficacy of a structured behavioral intervention with a sample of minimally verbal girls with autism spectrum disorder between the ages of 2 and 6 years old. Ten participants with no functional vocal behavior were randomized to a 4-week behavioral intervention or waitlist control group. Caregivers reported child communicative repertoires at pre- and post-randomization assessments. Social communication was also assessed at these time points using the Early Social Communication Scales. All feasibility benchmarks were met and findings of preliminary efficacy showed large effect sizes within groups. The current findings suggest the feasibility of recruiting and retaining samples of young, minimally verbal girls with autism spectrum disorder in randomized clinical trials.

A review of error correction procedures during instruction for children with developmental disabilities.

Error correction procedures are remedial strategies presented following an incorrect response that increases the probability that a correct response will occur in the future. Error correction is commonly used during skill acquisition programs for children with developmental disabilities; however, the specific strategy used may differ considerably. Recent comparative studies have examined the effect of numerous error correction procedures on the efficiency of acquisition for children with developmental disabilities. Despite considerable merit, minor procedural differences and unique terms for similar procedures likely affect comparisons across studies. Here, we clarify the procedures and findings of these studies and suggest areas of future research.

Selection and Implementation of Skill Acquisition Programs by Special Education Teachers and Staff for Students With Autism Spectrum Disorder.

The present investigation examined special education teachers' selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers' classrooms. The results of the observations showed that participants did not consistently implement components of trial-based instruction as described in the literature, and there were differences in implementation depending on the types of skills targeted during instruction.

The Effects of Conducting a Functional Analysis on Problem Behavior in Other Settings: A Descriptive Study on Potential Interaction Effects.

It has been suggested that reinforcing problem behavior during functional analyses (FAs) may raise ethical questions, such as resulting in an increase in problem behavior outside of FA sessions. The current translational study assessed whether conducting an FA resulted in increases in problem behavior outside of the FA setting for six participants using a nonconcurrent multiple baseline across participants design. The rate of problem behavior was measured outside the FA setting prior to and during an FA. Idiosyncratic results suggest that problem behavior outside of the FA setting may increase, decrease, or be unaffected by conducting an FA.

A Preliminary Analysis of Procedures to Teach Children with Autism to Report Past Behavior.

Deficits in reporting past behavior may have implications for a child's social development and safety. Behavioral interpretations of memory and research on do/say correspondence provide valuable strategies to teach reporting past behavior when deficits are observed. The current study examined procedures to teach accurate reporting of past behavior following a delay for two children diagnosed with autism. During baseline, both participants accurately reported past behavior when immediately probed. Neither participant emitted accurate reporting following a delay during end-of-day probes. Treatment procedures included prompting, reinforcement, and fading procedures designed to maintain stimulus control across the delay. Both participants demonstrated accurate reporting of past behavior on delayed probes, including when conducted by a caregiver.