Increasing Diversity Content in Graduate Coursework: A Pilot Investigation.

Recent data indicate that BACB certificants are largely homogenous with respect to racial and gender identity. There is also evidence that many practitioners do not receive training in culturally responsive service delivery (CSRD). Applied behavior analysis (ABA) graduate programs would therefore benefit from incorporating training on diversity and CSRD. In this pilot investigation, a pre/post design was used to evaluate the effects of providing ABA faculty members with a supplemental diversity/CRSD curriculum on the presence of diversity/CRSD content in course syllabi. Six faculty members, who were collectively responsible for teaching courses in an ABA master's program, participated in this study. All participants were provided with a general list of resources related to diversity/CRSD in ABA. The supplemental curriculum included tailored diversity course objectives and supporting resources for courses assigned to the intervention group. Results suggest that the provision of tailored objectives and supporting resources to faculty may lead to increases in diversity/CRSD content in course syllabi. Despite the methodological shortcomings of this pilot investigation, this study represents a preliminary step toward the development of a line of empirical research on ABA graduate training and diversity/CRSD. Implications for graduate training programs in ABA and future research in this area are discussed. Supplementary Information: The online version contains supplementary material available at 10.1007/s40617-022-00714-8.

A Preliminary Evaluation of the Effects of a Contingency Management + Deposit Contract Intervention on Problematic Smartphone Use With College Students.

Problematic smartphone use (PSU) is smartphone usage that is, in some way, damaging to the user. PSU represents a growing public health concern that could be addressed via behavioral intervention. We recruited six college students who reported negative side effects of smartphone use and sought to decrease their PSU. The effects of a contingency management (CM) + deposit contract intervention on PSU was evaluated. During the CM + deposit contract condition, participants deposited $40 and had the opportunity to earn back their entire deposit by meeting daily smartphone usage goals. To promote adherence to study protocols, participants also had the opportunity to earn a $20 cooperation bonus. For all participants, lower levels of PSU were observed during intervention relative to baseline. The CM + deposit contract intervention produced consistent decreases in PSU for four participants (mean reduction percentages above 40% were obtained) and had inconsistent effects on PSU for two participants (mean reduction percentages below 20%). Maintenance of intervention effects was limited for all participants. Although preliminary, results suggest that CM + deposit contract interventions could be a viable, low-cost approach to addressing PSU. Potential explanations for our findings and avenues for future research are discussed.

Using computer-based instruction to teach implementation of behavioral skills training.

Behavioral skills training (BST) is considered one of the most effective staff training techniques to implement a wide variety of behavioral technologies; however, research has found a lack of implementation of BST across human service settings due to a shortage of organizational time and resources. The purpose of the present study was first to demonstrate the effectiveness of computer-based instruction (CBI) in teaching BST, and then to demonstrate that the CBI module was effective in training trainers to implement BST with trainees. Results of the present experiment not only demonstrate the effectiveness of CBI in teaching BST, but also demonstrate the generality of the BST to teach behavior therapists.

Decreasing nervous habits during public speaking: A component analysis of awareness training.

Awareness training can produce decreases in nervous habits during public speaking. A systematic replication of Montes et al. (2020) was conducted to evaluate the independent and additive effects of awareness training components (i.e., response description, response detection) on speech disfluencies during public speaking. We extended prior research by evaluating response description alone, delivering the intervention virtually, using novel videos and speech topics during training, and measuring collateral effects on untargeted responses and speech rate. Response description was sufficient at reducing speech disfluencies for 4 of 9 participants. Response detection (video training) was necessary for 2 participants, and the subsequent addition of response detection (in-vivo training) was necessary for 3 participants. Reductions were maintained during follow-up and generalization probes for most participants. Collateral effects of awareness training components were idiosyncratic. A post-hoc analysis revealed that response description, when effective as a stand-alone intervention, may be more efficient than the full awareness training package.

A preliminary investigation of fixed and repetitive models during object imitation training.

Empirically based guidelines for imitation training for children with Autism Spectrum Disorder (ASD) are limited and there is no existing evidence about what types of imitative models foster faster acquisition of imitation in children with ASD. We compared rates of acquisition for two different methods for presenting the imitative model (i.e., repetitive, fixed) in simple (Experiment 1) and conditional (Experiment 2) discrimination arrangements. The results suggest that some children with ASD may acquire imitation more rapidly when repetitive models, rather than fixed models are used to present the target skill. In Experiment 3, we investigated the features of object imitation models that might influence acquisition. The results of Experiment 3 suggest that the dynamic nature of repetitive models might be responsible for the differential acquisition we observed in the earlier two Experiments. Additionally, the presence of an outcome (e.g., stacked blocks) during training does not enhance acquisition.

A comparison of group contingencies on academic compliance.

We used a reversal design with an embedded multielement design to compare the effects of an independent group contingency and a randomized dependent group contingency on compliance with assigned literacy worksheets in a first-grade general education classroom. Nine participants were selected based on low levels of compliance in baseline or by teacher identification. Results indicated that both group contingencies increased compliance relative to baseline for the majority of participants. The independent condition produced higher levels of compliance for four students and the randomized dependent condition produced higher levels of compliance for one student. For four students, the two group contingencies were equally effective. A preference assessment indicated that the majority of target students preferred the randomized dependent condition and the majority of nontarget students preferred the independent condition. A number of potential explanations for our preference findings, including the possible role of obtained reinforcement, are discussed.

Further investigation of a rapid restraint analysis.

Research related to the use of mechanical restraint devices (e.g., arm splints) has been limited despite the frequency with which they are used in the clinical treatment of severe and dangerous self-injurious behavior (SIB). Wallace, Iwata, Zhou, and Goff () used a rapid restraint analysis (RRA) to evaluate the effects of different levels of arm-splint flexion on rates of hand-to-head SIB and adaptive behavior. The goal of the current study was 3-fold: (a) to extend previous research on RRA by reporting RRA results for 10 participants and investigating post-RRA outcomes, (b) to investigate whether the RRA might have the potential to eliminate the need for restraint fading altogether for some individuals, and (c) to investigate whether the RRA might help to identify a starting point for restraint fading for individuals for whom fading is necessary. Results suggested that the RRA helped to eliminate the need for restraint fading for 6 participants. With respect to the identification of a starting point for restraint fading, results were mixed. Overall, 8 of the 10 participants were discharged from the inpatient unit at a less restrictive level of flexion or at the same level of flexion identified by the RRA. Implications for adoption of the RRA are discussed.