Estudio Observacional Sobre la Creación y Tipología de Unidades de Análisis y Diseño del Comportamiento en Organizaciones Supranacionales / Observational Study on the Creation and Typology of Behavioral Design Units in International Organizations

En fechas recientes, el Secretario General de Naciones Unidas, António Guterres, presentaba una nota técnica sobre ciencias del comportamiento (United Nations, 2021) y su aplicación por parte de distintas organizaciones de Naciones Unidas, para lograr cubrir los Objetivos de Desarrollo Sostenibles 2030. Asimismo, otras organizaciones de ámbito supranacional están también creando o bien unidades propias de «análisis y diseño del comportamiento» o bien liderando iniciativas específicas. Hasta la fecha, no se ha analizado la estructura de este tipo de unidades. El objetivo de nuestro trabajo es conocer, a través de un estudio observacional de sus sitios web, tanto la estructura de las unidades de análisis de determinantes del comportamiento de organizaciones supranacionales como su composición, así como los principales tipos de proyectos que llevan a cabo y las implicaciones y oportunidades que representan para los profesionales de la psicología.(AU)

Recently, the United Nations Secretary-General, António Guterres, presented a technical note on behavioral science (United Nations, 2021) and its application by different UN organizations, in order to achieve the 2030 Sustainable Development Goals. Other supranational organizations are also setting up their own «behavioral analysis and design units» or leading specific initiatives. So far, the structure of such behavioral analysis units has not been examined. The aim of our work is to find out, through an observational study of their websites, both the structure and composition of the behavior design and analysis units of supranational organizations, as well as the main types of projects they carry out and the opportunities and implications created for psychology professionals.(AU)

ICT Framework for Supporting Applied Behavior Analysis in the Social Inclusion of Children with Neurodevelopmental Disorders.

The applied behavior analysis (ABA) model emphasizes observable and measurable behaviors by carrying out decision making using experimental data (behavioral observation assessment strategies). In this framework, information and communication technology (ICT) becomes highly suitable for enhancing the efficiency and effectiveness of the methodology. This paper aims to delve into the potential of ICT in providing innovative solutions to support ABA applications. It focuses on how ICT can contribute to fostering social inclusion with respect to children with neurodevelopmental disorders. ICT offers advanced solutions for continuous and context-aware monitoring, as well as automatic real-time behavior assessments. Wireless sensor systems (wearable perceptual, biomedical, motion, location, and environmental sensors) facilitate real-time behavioral monitoring in various contexts, enabling the collection of behavior-related data that may not be readily evident in traditional observational studies. Moreover, the incorporation of artificial intelligence algorithms that are appropriately trained can further assist therapists throughout the different phases of ABA therapy. These algorithms can provide intervention guidelines and deliver an automatic behavioral analysis that is personalized to the child's unique profile. By leveraging the power of ICT, ABA practitioners can benefit from cutting-edge technological advancements to optimize their therapeutic interventions and outcomes for children with neurodevelopmental disorders, ultimately contributing to their social inclusion and overall wellbeing.

International publication trends in basic, applied, and conceptual behavior-analytic journals.

The analysis of international and collaborative publication trends in prominent behavior-analytic journals has been a topic of interest for behavioral researchers. This paper focuses on publication trends from 1997 through 2020 in three prominent journals: Journal of the Experimental Analysis of Behavior (JEAB), Journal of Applied Behavior Analysis (JABA), and Perspectives on Behavior Science (PBS). The variable of interest was the percentage of articles published per geographical category-Australasia/East Asia, Europe, Latin America, Middle East, North America, and Africa. The results showed that 79, 96, and 87% of the published articles in JEAB, JABA, and PBS, respectively, were conducted by researchers with a North American affiliation. Furthermore, 12, 4, and 4% of the articles in JEAB, JABA, and PBS, respectively, were coauthored by at least two researchers from different geographical categories.

Student preference for and performance in fixed- versus mixed-duration schedules.

Duration schedules of reinforcement for continuous behavior abide by several preexisting operant behavioral economic equations for reinforcer cost, otherwise known as price, and consumption. Duration schedules require behaviors to occur for a set duration of time prior to accessing reinforcement, unlike interval schedules that produce reinforcement after the first instance of a behavior after a given period. Despite extensive examples of naturally occurring duration schedules, translational research regarding duration schedules is quite limited. Further, a lack of research investigating the implementation of such reinforcement schedules, combined with concepts such as preference, represents a gap in the applied behavior analysis literature. The current study measured three elementary students' preferences for fixed- and mixed-duration schedules of reinforcement during academic work completion. Results suggest students prefer mixed-duration schedules of reinforcement that provide the opportunity to access reinforcement at a reduced price and that such arrangements could be employed to increase work completion and academic-engaged time.

On a persisting curious double standard in behavior analysis: Behavioral scholars' perspectives on procedural fidelity.

Procedural fidelity is the extent to which independent variables are implemented as designed. Despite 40 years of discussion about the importance of procedural fidelity for behavioral research, reporting of fidelity data remains an uncommon practice in behavior-analytic journals. Researchers have speculated about reasons for underreporting, but the perspectives of scholars about when reporting is warranted or necessary have not yet been explored. Thus, the purpose of this study was to evaluate possible reasons for infrequent reporting of fidelity data in behavior-analytic studies. To address this purpose, we conducted focus groups with scholars in applied behavior analysis. Five themes emerged regarding why procedural fidelity data are not typically reported. We provide a discussion about how these themes are interrelated and offer suggestions and recommendations to assist with the collection and reporting of fidelity data.

A Comparison Between Direct Telehealth and In-Person Methods of Teaching Expressive Labels to Children Diagnosed With Autism Spectrum Disorder.

Recent behavior analytic research has demonstrated that the provision of applied behavior analytic services via direct telehealth can be an effective teaching modality for some learners with autism spectrum disorder (ASD). Historically, teaching procedures based on applied behavior analysis (ABA), including discrete trial teaching (DTT), have been provided and evaluated via in-person delivery. This study sought to compare the implementation of DTT via direct telehealth to DTT implemented in-person within and across participants. Specifically, this study evaluated the two delivery modalities in terms of skill acquisition, maintenance, efficiency, and learner responding during teaching sessions. Results of an adapted alternating treatments design nested into a multiple baseline design demonstrated that all three participants diagnosed with ASD met the mastery criteria for the expressive labels taught. Areas of future research, participant prerequisite skills, and clinical implications will be discussed in the context of these results.

Autistic experiences of applied behavior analysis.

LAY ABSTRACT: Autism spectrum disorder is a developmental disability affecting individuals across their entire lifespan. Autistic individuals have differences from nonautistic people (sometimes called allistic or neurotypical people) in social skills, communication, and atypical interests and/or repetitive behaviors. Applied behavior analysis is one of the first and most common interventions recommended for autistic children. However, autistic individuals argue that applied behavior analysis damages their mental health and treats them as though they are a problem to be fixed. This study examined the experiences of seven autistic individuals who received applied behavior analysis interventions as children to understand what autistic adults think about their applied behavior analysis interventions, how they feel about the applied behavior analysis interventions they received, and what recommendations autistic adults have for the future of applied behavior analysis. The findings include: Autistic adults remember traumatic events from applied behavior analysis, do not believe that they should be made to behave like their peers, gained some benefits but suffered significant negative long-term consequences, believe that applied behavior analysis is an unethical intervention, and recommend that applied behavior analysis practitioners listen to autistic people and consider using interventions in place of applied behavior analysis.

Applied behavior analysis and the zoo: Forthman and Ogden (1992) thirty years later.

The field of applied behavior analysis has been directly involved in both research and applications of behavioral principles to improve the lives of captive zoo animals. Thirty years ago, Forthman and Ogden (1992) wrote one of the first papers documenting some of these efforts. Since that time, considerable work has been done using behavioral principles and procedures to guide zoo welfare efforts. The current paper reexamines and updates Forthman and Ogden's original points, with attention to the 5 categories they detailed: (a) promotion of species-typical behavior, (b) reintroduction and repatriation of endangered species, (c) animal handling, (d) pest control, and (e) animal performances. In addition, we outline 3 current and future directions for behavior analytic endeavors: (a) experimental analyses of behavior and the zoo, (b) applied behavior analysis and the zoo, and (c) single-case designs and the zoo. The goal is to provide a framework that can guide future behavioral research in zoos, as well as create applications based on these empirical evaluations.

Interobserver agreement and procedural fidelity: An odd asymmetry.

We examined articles with experiments published in the Journal of Applied Behavior Analysis and in Behavior Analysis in Practice from 2017 through 2021 to determine how frequently procedural fidelity was assessed. When procedural fidelity was assessed, we determined how often a measure of interobserver agreement for those fidelity data was provided. We also determined how often a measure of interobserver agreement for participants' behavior was provided. Across both journals and all years, 54.7% of relevant articles provided a measure of procedural fidelity. Of them, 17.7% provided a measure of interobserver agreement for procedural fidelity. In marked contrast, 96.4% provided interobserver agreement data for participants' behavior. It is unfortunate that applied behavior analysts frequently fail to provide procedural fidelity data and, when they do, often fail to provide interobserver agreement data for the fidelity data. Reviewers for, and editors of, behavior-analytic journals are encouraged to strongly consider the relative value of procedural fidelity and agreement on procedural fidelity measures when rendering recommendations on the suitability of a given submission.

Feasibility and Acceptability of a Compressed Caregiver Training Program to Treat Child Behavior Problems.

In an effort to address some of the criticisms of Behavioral Parent Training programs (BPT; high attrition, reliance on caregiver report measures), the current study examined the feasibility, acceptability, and outcome of an intensive behavior treatment program (120-minute sessions for 5 days/week over the course of 2 weeks). Using a changing criterion single case experimental design, 12 children (M child age = 4.9 years) and their primary caregivers completed the 2-week function-based intervention procedure designed to increase children's frustration tolerance via a wait training procedure based on the principles of applied behavior analysis. Using both direct observation and standardized measures, results indicated that the treatment was effective in reducing childhood behavior problems, both within and between appointments (Cohen's ds = 3.2 and 1.37, respectively). Preliminary evidence suggests that a compressed treatment package designed to train caregivers in function-based intervention strategies is feasible and acceptable.

Data-driven, client-centric applied behavior analysis treatment-dose optimization improves functional outcomes.

BACKGROUND: With increasing numbers of individuals diagnosed with autism spectrum disorder (ASD) and with affirmation of applied behavior analysis (ABA) as an evidence-based standard of care for ASD, there has been a proliferation of agencies offering ABA services over the last several decades. Disagreement exists among ABA providers and health plans that reimburse those providers on the optimal number of hours of ABA services that should be reimbursed. This study aims to understand whether children who receive more hours of ABA therapy achieve better outcomes and to evaluate the impact of the COVID-19-induced shift to telehealth clinical supervision on outcomes. METHODS: A retrospective cohort analysis was performed using data from the Vineland 3 Comprehensive Interview Form to assess function throughout ABA treatment. Paired sample t tests, independent sample t tests, Cohen's D, and Pearson correlations were used to determine relationships between Vineland scores and input variables including hours of service and modality of supervision (in-person vs. telehealth). RESULTS: While statistically and clinically significant improvements in function were observed, children appear to have improved outcomes independent of the number of hours of service received. There were also no significant associations between modality of supervision and Vineland standard scores. CONCLUSIONS: These findings challenge prior research that demonstrated a linear dose-response relationship. By tailoring treatment dosage to the individual client's needs, providers may be able to better maximize functional progress of the client, to preserve family time, and to utilize health plan dollars more efficiently.

Teaching the Skill of Chewing From a Behavior Analytic Approach: A Systematic Review.

Relatively few empirical studies of pediatric chewing interventions have been published in the psychology literature. The purpose of this paper was to systematically review chewing interventions within the applied behavior analysis literature. We identified a small, but growing, behavior analytic literature demonstrating the effectiveness of various multicomponent treatment packages to teach and improve chewing skills. Future researchers should consider a range of participant characteristics, including results of oral motor assessments, explore a more extensive definition of chewing to target the complex nature of chewing as well as component skills, and examine the necessary and sufficient components of chewing interventions along with the potential benefits of multidisciplinary interventions.

Evaluation of a Telehealth ABA Program for Caregivers of Children with ASD.

Children with autism spectrum disorder (ASD) often experience skill deficits that can negatively affect long-term outcomes. Interventions based on applied behavior analysis (ABA) yield improvements in targeted skills. However, families often have difficulty accessing ABA services. The purpose of this study was to evaluate the efficacy of a caregiver coaching program delivered via telehealth. Thirty children with ASD and their caregivers (e.g., parents, grandparents) participated in all phases of the study. The program consisted of therapists providing coaching in English or Spanish to caregivers of children with ASD via synchronous video call telehealth visits, typically provided one to two times per week. Caregivers received coaching in interventions (e.g., functional communication training, discrete trial teaching, total task chaining, and naturalistic teaching) to address individualized goals. We collected data on caregiver treatment fidelity and child outcomes (i.e., Vineland-3, observation, and analysis of time series data). Caregivers implemented intervention procedures with 95% accuracy on average. The single-case effect sizes calculated based on the time series baseline and intervention data yielded medium, large, or very large improvements for 85% of goals addressed. Results indicated that the children improved on appropriate engagement (measured via observation), but there was no statistically significant improvement for the remaining pre-post measures. These results, along with the results of previous studies, provide preliminary support for the use of telehealth to provide ABA services. However, there is a need for additional research evaluating the efficacy of these types of programs.

Percepções de familiares sobre uma rede de cuidados de saúde mental infantojuvenil / Family perceptions about a children's mental health network / Percepciones familiares sobre una red de atención de salud mental infantojuvenil

Este artigo pretende conhecer como a rede de cuidados em saúde tem se operacionalizado a partir da percepção de familiares de crianças com demanda de cuidado em saúde mental (SM). Foram realizados dois grupos focais, um com familiares da Atenção Básica (AB) e outro com familiares do Centro de Atenção Psicossocial Infantojuvenil (CAPSij), totalizando 15 participantes. Seguiu-se com a análise lexical do tipo classificação hierárquica descendente, com o auxílio do software R Interface, a fim de análises multidimensionais de textos e questionários (IRaMuTeQ), resultando em cinco classes: A Pílula Mágica; Forças e Fraquezas dos serviços; Procurando por ajuda; Aceitando o diagnóstico da criança e Onde procurei ajuda. Os resultados apontam para dificuldades presentes na AB em identificar e manejar situações de Saúde Mental Infantojuvenil (SMIJ), por meio de uma lógica ainda medicalizante. Ressalta-se que a escola é apresentada como lugar de destaque na produção da demanda por cuidado e a família ainda é pouco convocada à construção das ações. Conclui-se, então, que avanços ainda são necessários para operacionalização de um cuidado pautado nas diretrizes da política de SMIJ.(AU)

This article aims to know how the healthcare network has been operationalized from the perception of family members of children with demand for mental health care (MH). Two focus groups were held, one with family members from Primary Care (PC) and the other with family members from the Child Psychosocial Care Center (CAPSij), totaling 15 participants. A lexical analysis of the descending hierarchical classification type was performed with the help of the software R Interface for multidimensional analyzes of texts and questionnaires (IRAMUTEQ), resulting in five classes: The Magic Pill; Strengths and Weaknesses of services; Looking for help; Accepting the child's diagnosis; and Where did I look for help. The results point to difficulties present in PC in identifying and managing situations of mental health in children and adolescents (MHCA), with a medicalization logic. Note that the school is presented as a prominent place in producing the demand for care, and the family is still not very much involved in the actions. It is, thus, concluded that advances are still needed for operationalization of care guided by MHCA policy guidelines.(AU)

Este artículo tuvo por objetivo conocer cómo opera una red asistencial a partir de la percepción de familiares de niños con demanda de atención en salud mental (SM). Se realizaron dos grupos focales, uno con familiares de Atención Primaria (AP) y otro con familiares del Centro de Atención Psicosocial Infantojuvenil (CAPSij), totalizando 15 participantes. Se realizó análisis léxico del tipo clasificación jerárquica descendente con la ayuda del software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires (IRAMUTEQ), lo que resultó en cinco clases: "La píldora mágica"; "Fortalezas y debilidades de los servicios"; "En busca de ayuda"; "Aceptar el diagnóstico del niño" y "¿Dónde busqué ayuda?". Los resultados apuntan las dificultades presentes en AP para identificar y manejar situaciones de salud mental infantojuvenil (SMIJ) mediante una lógica aún medicalizante. La escuela tiene un lugar destacado en la producción de la demanda de cuidados y la familia aún no está muy involucrada en la construcción de acciones. Se concluye que se necesitan avances para ofertar una atención guiada por lineamientos de la política del SMIJ.(AU)

Formação em análise do comportamento no contexto da educação especial: variáveis pessoais e atitudinais relacionadas à inclusão / Training in behavior analysis in the context of special education: personal and attitudinal variables related to inclusion / Formación en análisis de conducta en el contexto de la educación especial: variables personales y actitudinales relacionadas con la inclusión

A inclusão educacional de estudantes com autismo e/ou deficiência intelectual no ensino regular, em classe comum, evidencia a urgência de programas de formação docente em práticas educacionais baseadas em evidências. O objetivo foi avaliar a estrutura de um processo formativo remoto para elaboração, aplicação e avaliação de uma intervenção comportamental na perspectiva educacional inclusiva e, mais especificamente, caracterizar as atitudes sociais de agentes educacionais participantes da formação. A formação ocorreu em dois formatos. No primeiro, todo o material foi disponibilizado em uma pasta virtual compartilhada e, no segundo, em um Ambiente Virtual de Aprendizagem (AVA). Nos dois formatos, a estrutura contou com parte teórica e prática, por meio de leitura de textos, realização de exercícios e discussões. Na parte prática, participantes tiveram a oportunidade de trabalhar com famílias e estudantes (crianças e jovens) com autismo e/ou deficiência intelectual visando identificar as necessidades e prioridades da família para elaboração colaborativa de um plano de intervenção (sistematização de práticas), implementação e análise das práticas. Para a caracterização da amostra foram levantadas informações pessoais, experiências prévias, familiaridade com ferramentas tecnológicas, conhecimento sobre os conceitos teóricos da Análise do Comportamento. Foi feita uma caracterização das atitudes sociais em relação à inclusão e analisada a validade social de participantes sobre a formação. Os resultados da formação identificaram correlações entre o nível de atitudes sociais e o engajamento nas atividades práticas entregues, além da relação entre o número de participantes que concluíram a formação, o cumprimento de tarefas e dificuldades de contato com a família. O estudo discutiu sobre estratégias que tenham em vista possibilidades de escalabilidade da formação docente de maneira sistemática e científica nesta área de atuação profissional.(AU)

The educational inclusion of students with autism and/or intellectual disabilities in regular education has highlighted the urgency of initial and continuing education programs with evidence-based educational practices. The objective was to evaluate the structure of a remote training process for the elaboration, application and evaluation of a behavioral intervention in the inclusive educational perspective and, complementarily, a specific objective was to characterize the social attitudes of educational agents participating in the training. The training took place in two formats. In the first, all material was made available in a shared folder and in the second, in a Virtual Learning Environment (VLE). In both formats, the structure had a theoretical and practical part, by reading and carrying out exercises and discussions. In the practical part, participants had the opportunity to work with families and students with autism and/or intellectual disability to identify the needs and priorities of the family for the collaborative elaboration of an intervention plan (systematization of practices), implementation and analysis of practices. For the characterization of the sample, personal information, previous experiences, familiarity with technological tools, and knowledge about the theoretical concepts of Behavior Analysis were collected. A characterization of social attitudes towards inclusion was carried out and the social validity of participants regarding training was analyzed. The results of the training identified correlations between the level of social attitudes and engagement in the practical activities delivered, in addition to the relationship between the drop in the number of participants, the fulfillment of tasks and difficulties in contacting the family. The study discussed strategies that aim at possibilities of scaling continuing education in a systematic and scientific way in this area of professional activity.(AU)

La inclusión educativa de estudiantes con autismo y/o discapacidad intelectual en la educación regular, en aulas regulares, ha puesto de relieve la urgencia de programas de educación inicial y continua en prácticas educativas basadas en evidencia. El objetivo de este estudio fue evaluar la estructura de un proceso de formación a distancia para la elaboración, aplicación y evaluación de una intervención conductual en la perspectiva educativa inclusiva y, de forma complementaria, el objetivo específico fue caracterizar las actitudes sociales de los agentes educativos participantes en la formación. La capacitación se llevó a cabo en dos formatos. En el primer, todo el material estaba disponible en una carpeta compartida y, en el segundo, en un entorno virtual de aprendizaje (EVA). En los dos formatos, la estructura tuvo una parte teórica y práctica, mediante la lectura de textos, la realización de ejercicios y discusiones. En la parte práctica, los participantes tuvieron la oportunidad de trabajar con las familias y los alumnos con autismo y/o discapacidad intelectual con el fin de identificar las necesidades y prioridades de la familia para la elaboración colaborativa de un plan de intervención (sistematización de prácticas), su implementación y el análisis de prácticas. Para la caracterización de la muestra, se planteó información personal, experiencias previas, familiaridad con herramientas tecnológicas, conocimiento sobre los conceptos teóricos del análisis de comportamiento. Se realizó una caracterización de las actitudes sociales hacia la inclusión y se analizó la validez social de los participantes respecto a la formación. Los resultados de la capacitación identificaron correlaciones entre el nivel de actitudes sociales y el compromiso en las actividades prácticas impartidas, además de la relación entre la disminución del número de participantes, el cumplimiento de las tareas y las dificultades de contacto con la familia. Este estudio discutió estrategias que apuntan a posibilidades de escalar la formación docente de forma sistemática y científica en esta área de actuación profesional.(AU)

Transtornos alimentares: vivências de mulheres acima de 30 anos / Eating disorders: experiences of women aged over 30 years / Trastornos alimentarios: experiencias de mujeres de más de 30 años

O objetivo deste estudo foi compreender como mulheres adultas (acima de 30 anos) diagnosticadas com transtornos alimentares (TAs) vivenciam o adoecer. Trata-se de um estudo qualitativo, descritivo e exploratório, desenvolvido com base no referencial teórico-metodológico da Análise Fenomenológica Interpretativa (AFI). Participaram seis mulheres, com idades entre 34 e 65 anos, atendidas em um serviço especializado. Os dados foram coletados por meio de entrevista aberta, de inspiração fenomenológica, na modalidade remota. As entrevistas foram audiogravadas, transcritas e analisadas seguindo os passos da AFI. Duas categorias temáticas foram identificadas: "Vivendo antes do adoecer" e "Encontrando-se doente." Constatou-se que os sintomas tiveram início anteriormente à vida adulta e que houve dificuldade na confirmação do diagnóstico. Na perspectiva das participantes, conviver com a sintomatologia ficou mais complicado em função de particularidades de manejo dos sintomas na vida adulta, e a idade é percebida como um fator que impacta e dificulta ainda mais a recuperação. As participantes relataram desesperança em relação ao futuro, apesar de a maioria reconhecer melhoras no quadro clínico ao longo do tempo e de valorizar a relação de confiança estabelecida com a equipe multiprofissional.(AU)

This study aimed to understand the experience of illness of adult women (over 30 years) diagnosed with eating disorders (ED). This is a qualitative, descriptive, and exploratory study, using Interpretative Phenomenological Analysis (IPA) as theoretical and methodological framework. A sample of six women aged 34-64 years, assisted in a specialized service, were recruited to complete a phenomenological in-depth open interview. The data were remotely collected. Interviews were audio-recorded, transcribed and analyzed following the IPA. Two thematic categories were identified: "Living before the illness" and "Finding about the illness." It was found that the symptoms started before adulthood and that there was difficulty establishing the diagnosis. Living with the symptoms became more complicated due to particularities of symptom management in adulthood and age is perceived as a factor that impacts recovery and makes it even more difficult. The participants reported hopelessness about the future, although most recognized improvements in the clinical condition over time and valued the trusting relationship they established with the multiprofessional team.(AU)

El objetivo de este estudio fue comprender las experiencias de las mujeres adultas (mayores de 30 años) diagnosticadas con trastornos alimentarios (TA) respecto a la enfermedad. Se trata de un estudio cualitativo, descriptivo y exploratorio, desarrollado a partir del marco teórico y metodológico del Análisis Fenomenológico Interpretativo (AFI). Participaron seis mujeres, con edades de entre 34 y 65 años, atendidas en un servicio especializado. Los datos se recogieron mediante entrevistas abiertas, de inspiración fenomenológica, en la modalidad a distancia. Las entrevistas fueron grabadas en audio, transcritas y analizadas siguiendo los pasos del AFI. Se identificaron dos categorías temáticas: "Vivir antes de enfermar" y "Encontrarse enfermo." Se constató que los síntomas comenzaron antes de la edad adulta y que hubo dificultades de establecer el diagnóstico. La convivencia con síntomas se complicó debido a las particularidades del manejo de los síntomas en la vida adulta y la edad se percibe como un factor que influye y dificulta aún más la recuperación. Los participantes manifestaron desesperanza sobre el futuro, aunque reconocieron mejoras en el cuadro clínico con el paso del tiempo y valoraron la relación de confianza establecida con el equipo multiprofesional.(AU)

A influência da pandemia de Covid-19 em crianças e adolescentes com Transtorno do Espectro Autista / The influence of the Covid-19 pandemic on children and adolescents with autism spectrum disorder / Influencia de la pandemia de Covid-19 en niños y adolescentes con trastorno del espectro autista

O objetivo do estudo foi avaliar a influência do isolamento social causado pela pandemia da COVID-19 em pacientes com Transtorno do Espectro Autista (TEA), atendidos em um serviço especializado. Foi realizado um estudo transversal do tipo observacional e descritivo por meio da aplicação de um formulário de 51 perguntas. Participaram do estudo 45 responsáveis por crianças e adolescentes com TEA, acompanhados na Policlínica Naval de São Pedro da Aldeia (PNSPA), no período de julho a novembro de 2021. Foram abordados aspectos demográficos, sociais, clínicos e comportamentais dos pacientes e familiares. Os resultados indicaram que a maioria dos pacientes era do sexo masculino (86,7%) com média de idade de 10,4 anos, sendo 57,8% TEA nível 1. Observou-se alterações comportamentais em 88,9% dos pacientes, sendo essas alterações consideradas como negativas por 57% dos responsáveis. Foi necessário o ajuste nas medicações em 51,1% dos pacientes que já usavam medicações no período, a maioria deles por causa de modificações no comportamento. Não houve diferença estatisticamente significativa quando avaliamos as modificações comportamentais por sexo (p-valor 0,471), nível do TEA (p-valor 0,128), idade (p-valor 0,460), número de irmãos (p-valor 0,903), modificações medicamentosas (p-valor 0,280) e isolamento social (p-valor 0,553). Observou-se que a manutenção das terapias e a participação nas atividades escolares foi fator protetor quando analisamos as modificações de comportamento (RP para ambos = 0,86). Em conclusão, o estudo mostrou o impacto da pandemia de COVID-19 em pacientes com TEA, pelo elevado percentual de mudanças comportamentais, especialmente aquelas consideradas negativas, independentemente de os pacientes terem permanecido ou não em isolamento social.

The aim of the study was to assess the influence of social distancing caused by the COVID-19 pandemic in patients with Autistic Spectrum Disorder (ASD), treated at a specialized unit. It was performed a cross-sectional observational and descriptive study with 45 guardians of children and adolescents with ASD, treated at an outpatient clinic, from July to November 2021. Guardians were asked to fill out a 51-question form that addressed demographic, social, clinical, and behavioral aspects of patients and family members. The results showed that the most patients are male (86.7%) with a mean age of 10.4 years; 57.8% had level 1 ASD. There were behavioral changes in 88.9% of patients; such changes were considered negative by 57% of the guardians. Medication adjustment was necessary for 51.1% of the patients who were already using medications in the period, most of them because of changes in behavior. There was no statistically significant difference when behavioral changes were evaluated by gender (p-value 0.471), ASD level (p-value 0.128), age (p-value 0.460), number of siblings (p-value 0.903), changes in medication (p-value 0.280) and social distancing (p-value 0.553). The continuation of therapies and participation in school activities was a protective factor when we analyzed changes in behavior (PR for both = 0.86). In conclusion, the research indicates that the COVID-19 pandemic had an impact on ASD patients, which could be noticed by the high percentage of occurrence of behavioral changes, especially those considered negative, regardless of whether the patients practiced social distancing or not.

El objetivo del estudio fue evaluar la influencia del distanciamiento social causado por la pandemia de COVID-19 en pacientes con Trastorno del Espectro Autista (TEA), atendidos en una unidad especializada. Se realizó un estudio transversal observacional y descriptivo con 45 tutores de niños y adolescentes con TEA, atendidos en una consulta externa, de julio a noviembre de 2021. Se pidió a los tutores que rellenaran un formulario de 51 preguntas que abordaba aspectos demográficos, sociales, clínicos y conductuales de los pacientes y sus familiares. Los resultados mostraron que la mayoría de los pacientes son varones (86,7%) con una edad media de 10,4 años; el 57,8% presentaba un TEA de nivel 1. Hubo cambios conductuales en el 88,9% de los pacientes; dichos cambios fueron considerados negativos por el 57% de los tutores. Fue necesario ajustar la medicación en el 51,1% de los pacientes que ya la utilizaban en ese periodo, la mayoría de ellos debido a cambios en el comportamiento. No hubo diferencias estadísticamente significativas cuando se evaluaron los cambios de comportamiento en función del sexo (p-valor 0,471), el nivel de TEA (p-valor 0,128), la edad (p-valor 0,460), el número de hermanos (p-valor 0,903), los cambios de medicación (p-valor 0,280) y el distanciamiento social (p-valor 0,553). La continuación de las terapias y la participación en actividades escolares fue un factor protector cuando analizamos los cambios en el comportamiento (PR para ambos = 0,86). En conclusión, la investigación indica que la pandemia de COVID-19 tuvo un impacto en los pacientes con TEA, que pudo ser notado por el alto porcentaje de ocurrencia de cambios de comportamiento, especialmente los considerados negativos, independientemente de que los pacientes practicaran o no el distanciamiento social.

Alterando viés racial implícito em adultos pretos e brancos: uma avaliação de procedimento de equivalência de estímulos / Changing implicit racial bias in black and white adults: an assessment of stimulus equivalence procedure / Cambiar el Sesgo racial implícito en adultos negros y blancos: una evaluación del procedimiento de equivalencia de estímulos

Enquanto ciência, a Análise do Comportamento tem tecnologia para estudar práticas culturais relacionadas a questões raciais. O objetivo deste estudo foi aplicar uma dessas tecnologias e avaliar os efeitos produzidos por um procedimento de redução de viés racial negativo em relação a pessoas pretas. Foram selecionados 17 participantes, pretos e brancos, que preencheram um questionário de autodeclaração e foram avaliados pelo Implicit Relational Assessment Procedure (IRAP) para definição de linha de base. Por meio de um procedimento de matching-to-sample (MTS), foram treinadas três rela-ções entre estímulos: (a) polegares/figuras abstratas; (b) figuras abstratas/pessoas pretas e figuras abstratas; e (c) relações anteriores simultâneas. Ao término de cada treino, foram realizados testes de simetria, transitividade e equivalência. Utilizou-se novamente o IRAP, para verificar mudanças após o treino. Os resultados indicaram que as respostas dos participantes na linha de base não mostraram viés negativo para pessoas pretas mas, após o treino, houve mudança significativa para participantes brancos. Recomenda-se que pesquisas futuras testem as características do experimentador e outras formas de detecção de viés racial implícito. (AU)

As a science, behavior analysis has technology to study cultural practices related to racial issues. The purpose of this study was to assess the effects produced by a procedure aimed to reduce negative racial bias towards black people. Seventeen black and white participants were selected after fulfilling a self-declaration questionnaire and being assessed by Implicit Relational Assessment Procedure (IRAP), in order to set a baseline. Then, three relations were trained using matching-to-sample (MTS): (a) thumbs/abstract figures; (b) abstract figures/ black people and abstract figures; and (c) simultaneous prior relations. Symmetry, transitivity and equivalence tests were performed at the end of each training, and IRAP was used again to assess changes after the procedure. Results indicated that participants were not negatively biased towards black people and, after the procedure, only white participants showed significant change. We recommended future studies to test the effects of the researcher's characteristics as well as other ways to detect implicit racial bias. (AU)

Como ciencia, el análisis del comportamiento tiene tecnología para estudiar prácticas culturales relacionadas con cuestiones raciales. El propósito de este estudio fue evaluar los efectos producidos por un procedimiento destinado a reducir el sesgo racial negativo con relación a personas negras. Diecisiete participantes blancos y negros fueron seleccionados después de completar un cuestionario de autodeclaración y de ser evaluados por Implicit Relational Assessment Procedure (IRAP), con el fin de establecer una línea de base. Despues, se entrenaron tres relaciones utilizando matching-to-sample (MTS): (a) pulgares/figuras abstractas; (b) figuras abstractas /personas negras y figuras abstractas; y (c) relaciones previas simultáneas. Las pruebas de sime-tría, transitividad y equivalencia fueran realizadas al final de cada entrena-miento, y el IRAP fue nuevamente usado para evaluar los cambios después del procedimiento. Los resultados indicaron que los participantes no tenían sesgo negativo con relación a personas negras y, después del procedimiento, solo los participantes blancos mostraron un cambio significativo. Recomendamos futuros estudios para evaluar los efectos de las características del investigador, así como otras formas de detectar el sesgo racial implícito. (AU)

Insight in terms of Behavior in the Clinical Context: Transfer and Rule-governed Behavior / El insight desde el análisis de la conducta: la transferencia y la conducta gobernada por reglas

A redefinition of insight-type events is presented, an initial attempt to view insight in terms of behavior analysis in the clinical context and relevant variables are suggested for their study. This definition assumes the insight as a novel behavior that involves the search for solutions to psychological problems. Solving a problem is discovering an effective behavior pattern, based on the creation of verbal rules that help the client to reach the solution. In this problem-solving process, a new behavior emerges, explained through the solution of a transfer task. The theoretical proposal exposed allows a better understanding of this phenomenon, overcoming the problems of mentalist conceptions about the term of insight, and contributes to a better understanding of some relevant elements of change process. (AU)

Se presenta una redefinición del evento tipo insight, un intento inicial por explicar el insight en términos del análisis de la conducta en el contexto clínico, así como la propuesta de variables relevantes para su estudio. Esta definición asume el insight como una conducta novedosa que involucra la búsqueda de soluciones a problemas de carácter psicológico. Resolver un problema es descubrir un patrón de conducta efectivo, a partir de la creación de reglas verbales que ayudan al cliente a llegar a la solución. En este proceso de resolución de problemas, emerge una conducta novedosa explicada a través de la solución de una tarea de transferencia. La propuesta teórica expuesta permite una mejor comprensión del fenómeno, superando los problemas de concepciones mentalistas y contribuye a un mejor entendimiento de elementos relevantes del proceso de cambio. (AU)