Applied Behavior Analysis

In Verbal Behavior, Skinner (1957) defined verbal behavior as "behavior reinforced through the mediation of other persons" (p. 2) in which the delivery of reinforcement has been "conditioned precisely in order to reinforce the behavior of the speaker" (p. 225). By contrast, as part of relational frame theory (RFT), S. C. Hayes and colleagues instead defined verbal behavior as "the action of framing events relationally" (Hayes, Fox, et al., 2001, p. 43). The central task of this article is to clarify and resolve or dismiss this definitional dispute. Specifically, I investigate the nature of this dispute by determining what kind of definition each offers. As a result, I conclude that Skinner's serves as a lexical definition-an assertion about the customary usage of the term verbal behavior (and its cognates). On the other hand, RFT's qualifies as a type of persuasive definition; namely, a hybrid possessing some features of both stipulative and lexical definitions. As such, I argue that the two definitions serve different goals and are, therefore, not in conflict. Given that juxtaposing these two disparate definitions constitutes an "apples and oranges" comparison, I conclude that this faux dispute requires no resolution. Instead, I propose its dismissal. Lastly, RFT's proponents raised three principal objections to Skinner's definition. The fact that the two definitions are not in conflict does not absolve Skinner's definitions of these objections. Therefore, after reviewing these three arguments, I offer counterarguments and conclude that Skinner's definition survives largely unscathed. Keywords Verbal behavior • Definition • Relational frame theory • Skinner In 2005, the Association for Contextual Behavioral Science was founded (Hayes, 2005), offering an alternative to the "existing organizational or professional base within behavior analysis" (Hayes et al., 2012, p. 3). Acknowledging their obvious historical links to traditional behavior analysis, Hayes et al. (2012)-proponents of contextual behavioral science-likened their enterprise to a "spin off company"

Recent interest in children's social competence has been prompted by findings of correlational and retrospective studies that indicate a positive relationship between early social adjustment problems of children and their adjustment later in life. To date, the assessment methodology in the area has pursued two directions: (1) sociometric measures (peer nomination and peer rating scales), which have provided the major means of identifying the socially competent child, and (2) direct observation, principally employed in the specification of socially competent behaviors. The current uses and the inherent assets and limitations of both strategies are discussed along with suggestions for enhancing current data collection methods. Issues concerning the definition of social competence, generalizability of current findings, and social norms are also examined.

Traditional behavioral service models often rely on compliance-driven frameworks that inadvertently perpetuate ableist culture, particularly within adult service systems. This paper outlines an integrated, anti-ableist, and trauma-informed approach to adult behavior services. By recontextualizing the role of the Board Certified Behavior Analyst (BCBA) from an insular decision-maker to an egalitarian collaborator, this framework addresses the dynamics of interdependence, operationalizes assent, establishes socially valid caregiver systems, and restructures interdisciplinary team (IDT) meetings to protect the autonomy and dignity of the individuals supported. Important Notice: This resource is for educational and clinical problem-solving purposes only and does not replace clinical judgment, organizational policies, payer requirements, or state regulations. All recommendations should be implemented collaboratively, documented appropriately, and reviewed by a qualified BCBA in alignment with the BACB Ethics Code. This framework promotes trauma-informed, anti-ableist, and dignity-centered interdisciplinary practices within adult service systems.

This study examined the effects of an experimentally derived, peer-delivered reading intervention on the oral reading fluency of a first-grade student who had been referred for poor reading fluency. Same-grade peers were trained to lead the target student through a structured intervention protocol based on the results of a brief experimental analysis. Results indicated that reading improvements were obtained and are discussed in terms of selecting efficient interventions for use by peers.

This study aims to describe the implementation of behavioral counseling with reinforcement and punishment techniques to improve compliance among children with Autism Spectrum Disorder (ASD) at an inclusive preschool in Sidoarjo. The research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. Data were analyzed using thematic analysis techniques, involving data reduction, categorization, and interpretation to identify behavior patterns and intervention effectiveness. The study was conducted over five weeks on two twin children with ASD who exhibited different behavioral characteristics. Positive reinforcement was applied to increase

Background: Early intervention based on Applied Behavior Analysis (ABA) is widely recognized as an evidence-informed approach for supporting communication, social interaction, adaptive behavior, and reduction of maladaptive behaviors in children with neurodevelopmental disorders. However, limited published data describe outcomes of ABA-based intervention models in Angola and other Portuguesespeaking African contexts. Objective: This study aimed to evaluate clinical outcomes associated with ABA-based early intervention among children with neurodevelopmental disorders receiving multidisciplinary care in Angola. Methods: A retrospective observational clinical audit was designed using records of children aged 2 to 10 years who received ABA-based multidisciplinary intervention for 6 to 12 months. The intervention model integrated individualized ABA strategies, speech and language therapy, occupational therapy, sensory regulation support, adaptive skills training, and parent guidance. Outcomes were analyzed across communication, social interaction, eye contact, attention and task engagement, emotional regulation, adaptive independence, and maladaptive behavior reduction. Results: Across the analyzed clinical domains, children showed positive developmental progression following intervention. The greatest improvements were observed in receptive communication, social interaction, expressive communication, and eye contact. Children who began intervention between 2 and 4 years demonstrated the strongest overall improvement index compared with children who initiated intervention later. Parent participation and multidisciplinary collaboration were associated with stronger generalization of skills across home, clinical, and school contexts. Conclusion: ABA-based early intervention was associated with clinically meaningful improvements in children with neurodevelopmental disorders in Angola. These findings support the need for early detection, family-centered intervention, professional training, and expansion of structured neurodevelopmental services in low-resource African settings.

This is a literature review which seeks to provide current research done on emotional abuse, emotional neglect, psychological maltreatment, verbal abuse, and any non-contact form of abuse. The purpose is to show issues with definitions, show effects of childhood emotional abuse, and show that the church can be an avenue of healing for victims of emotional abuse. Definitions of childhood emotional abuse (CEA) are presented, as well as problems inherent within the definitions. Effects shown to be congruent with victims of emotional abuse are shown. Lastly, a chapter on the purpose of the church and the ability of the church to extend healing to victims is presented.

This is a literature review which seeks to provide current research done on emotional abuse, emotional neglect, psychological maltreatment, verbal abuse, and any non-contact form of abuse. The purpose is to show issues with definitions, show effects of childhood emotional abuse, and show that the church can be an avenue of healing for victims of emotional abuse. Definitions of childhood emotional abuse (CEA) are presented, as well as problems inherent within the definitions. Effects shown to be congruent with victims of emotional abuse are shown. Lastly, a chapter on the purpose of the church and the ability of the church to extend healing to victims is presented.

The use of computer technology in schools has made slow progress since the mid-1980s even though governments have been generous in funding. It is therefore important to understand how and when teachers use computer technology in order to devise implementation strategies to encourage them. This study investigates student teachers' perceptions of computer technology in relation to their intention to use computers. The purpose is to shed light on more effective ways to motivate the use of computer technology in schools. Based on an expanded variation of the Technology Acceptance Model, 84 completed surveys of student teachers were collected at a local university in Sweden. Overall, the results indicated that (1) student teachers' perceived usefulness of computer technology had a direct significant effect on their intention to use it; (2) student teachers' perceived ease of use had only an indirect significant effect on intention to use; however, (3) student teachers' subjective norm, that is the possible influence of external expectations, did not have any direct or indirect significant effects on their intention to use computer technology. Theoretical and practical implications that follow from the results are discussed.

Objective: The purpose of this document is to support Board Certified Behavior Analysts (BCBAs) in determining whether telehealth ABA services are clinically appropriate, safe, and effective for the individual supported. This resource provides a structured framework for clinical problem-solving related to behavioral severity, caregiver capacity, environmental readiness, technology access, and state-specific considerations to promote ethical, individualized, and treatment-integrity-driven telehealth service delivery Important Notice: Professional Responsibility This resource is a foundational tool for educational and clinical problem-solving purposes only. It does not replace individualized clinical judgment, organizational telehealth policies, payer requirements, or state regulations. Supervisor Oversight Required: To maintain high-quality care and compliance with professional standards, all work must be thoroughly documented, reviewed by a BCBA supervisor, and executed in strict alignment with the BACB Ethics Code.

Children with Autism Spectrum Disorder (ASD) often have persistent challenges with the sustenance of academic and behavioral interest in traditional classroom contexts. Although the applications of artificial intelligence in education are claimed to offer adaptive and personalized learning opportunities, there is limited empirical research on how it affects the engagement levels to increase the school participation of students with ASD. The current study analyzed the effectiveness of the Lingokids AIbased learning intervention in improving the academic engagement, behavioral engagement, and AI engagement in a student with ASD with a single-subject experimental design. An experimental study based on a multiple-baseline across-behaviors study design was carried out on a single subject (a nineyear-old) with a mild case of ASD. Measurements of engagement were collected at the baseline, intervention, and maintenance (38 instructional days). In addition to the constant observation records, a Structured Observation-based Rating Scale for School Participation was conducted to assess the performance of the tasks in the Lingokids application. Academic engagement was measured by the performance on the Alphabet Tracing tasks, and the behavioral interaction was measured through the Calm Down Yoga exercise. AI interaction was measured throughout the interaction with AI-generated prompts and feedback from the participant. Visual analysis, effect-size analysis, inter-rater reliability, fidelity, and pre-posttest with confirmatory factor analysis were incorporated into the data analyses. The results indicated significant positive shifts in academic and behavioral engagement intervention with Lingokids. These findings suggusts that AI-based educational programs such as Lingokids can effectively play a supplementary role in school participation by engaging with students with ASD in motivational ways, with implications for inclusive classroom education and AI-driven educational design.

Various scholars have presented varied views on the relationship between Christian ethics and Professional counselling ethics. Some of these approaches stand at different lines along the continuum of what is acceptable ranging from a bias towards on the one extreme to an absolute disregard for faith or spiritual matters on the other as well as some in between. In this paper, I have focused on approaches in between since most Christian counsellors might have to work in “non-Christian” settings meeting with clients from varied backgrounds, it is therefore important that they should be able to navigate the complexities of typical secular domains while staying through to their Christian faith without compromise

A brief training manual was developed for the purpose of teaching child‐care workers to contingency contract with delinquent youths living in residential care facilities. The manual was designed to require minimal supplementary training by a professional. In Experiment 1 a multiple baseline design was used to assess the effect of the manual on 4 child‐care workers' contract negotiation and writing behaviors. Experiment 2 consisted of four A‐B systematic replications. Behaviors were assessed within the context of analogue training simulations and generalization tests with delinquent youths. Results from the analogue simulations indicated that the manual was successful in increasing both types of behaviors to a level of proficiency that equaled or surpassed that of behaviorally trained graduate students, and results from the generalization tests indicated that the child‐care workers were able to apply their newly acquired contracting skills with delinquent youths. Procedural relia...

Objective: This document presents an anti-ableist, transdiagnostic ABA framework for supporting adults with Emotional and Behavioral Disorders (EBD), informed by Dr. Vanessa Tucker's CEU event, Applied Behavior Analysis and Emotional Behavioral Disorders. It translates mental health symptoms into observable behavior, identifies functional variables, and guides the development of socially valid replacement skills while shifting practice from compliance-based models to a collaborative, autonomy-centered approach that emphasizes proactive strategies, de-escalation, and meaningful real-life outcomes.

In behavioral and educational practice, a persistent challenge exists in the transition from behavioral observation to functional interpretation, and from interpretation to intervention decision-making. While established frameworks such as Applied Behavior Analysis (ABA) and Functional Behavior Assessment (FBA) provide robust analytical tools, the interpretive processes linking data to action often remain implicit and dependent on practitioner experience. The TAJREED Framework is introduced as a structured clinical thinking system designed to formalize this interpretive layer. Rather than replacing existing methodologies, TAJREED organizes their application through a systematic five-phase pathway: Identify, Collect, Relate, Teach & Reinforce, and Integrate. The framework is iterative, culturally grounded in Arabic linguistic structure, and explicitly distinguishes itself from traditional FBA by embedding environmental organization and sequential interpretive discipline. TAJREED offers a scalable, teachable model for structured clinical reasoning with implications for practice, training, and quality assurance.

This exploratory case study presents a structured clinical analysis of a nighttime behavioral episode in Ali, a 14-year-old male with severe autism spectrum disorder (ASD), using the TAJREED® framework-a structured clinical reasoning framework developed by Zidan (2026). The episode is interpreted as a sensory meltdown arising from concurrent external sensory overload and internal interoceptive dysfunction, consistent with a dual-load model of neuro-regulatory dysregulation. Applying the TAJREED® reasoning pathway (Identify → Collect → Link → Teach & Reinforce → Integrate), this report demonstrates how structured functional understanding-prior to any behavioral control attemptenables accurate interpretation of a complex behavioral episode in a minimally verbal adolescent with severe ASD, revealing an underlying interoceptive trigger rather than a volitional behavioral function. This paper illustrates how the rigorous application of TAJREED®-through its non-negotiable sequential structure-systematically directs clinical attention toward interoceptive and regulatory functions that may be under-recognized in routine practice, even within established frameworks. The paper does not claim that the principles embedded in TAJREED® are absent from ABA or TEACCH® best practice; rather, it demonstrates that by hard-coding these principles into a mandatory stage sequence, TAJREED® reduces the likelihood that critical functional assessment steps will be abbreviated or bypassed in complex cases. This case is part of an ongoing six-month applied implementation program examining TAJREED® across multiple clinical presentations. Findings suggest the clinical importance of distinguishing neuro-regulatory dysregulation from intentional behavior, with direct implications for assessment, intervention design, and caregiver guidance.

Indigenous languages hold significance as they reflect the heritage and historical background of native communities across the globe. This research explores how storytelling in languages impacts the values and social abilities of students with mild intellectual disabilities. The study followed an experimental design employing pretest, post-test, and control group structures. To examine the influence of language storytelling and gender, a 2x2 factorial matrix was incorporated into the research. Convenient sampling techniques were used to select forty students from two schools in Ibadan, Oyo State. The study used tools such as the Moral Foundations Questionnaire to measure values and the Social Skills Rating System to assess social skills. The analysis involved conducting an Analysis of Covariance at a significance level of .05. The findings revealed that storytelling in languages enhanced moral values and social skills among students with mild intellectual disabilities. These results highlight the nature of reasoning, social skill development and various factors beyond gender considerations. Indigenous language storytelling fostered sensitivity, vocabulary growth and improved moral reasoning among pupils while contributing to language development and a better understanding of social dynamics. The findings indicate that it is crucial to include the growth of values and social skills in this population's development. The research emphasizes the advantages of reviving languages through storytelling to cultivate values and social abilities in pupils with mild intellectual disabilities. This contributes to their growth, cultural identity, and self-determination.

We assessed the effects of reinforcement and no reinforcement for compliance to highprobability (high-p) instructions on compliance to low-probability (low-p) instructions using a reversal design. For both participants, compliance with the low-p instruction increased only when compliance with high-p instructions was followed by reinforcement. These results suggest that providing reinforcement for high-p instructions may result in increased compliance to low-p instructions. DESCRIPTORS: behavioral momentum, compliance, high-probability instruction sequence, motivating operations This paper is based on research submitted by the first author in partial fulfillment of the requirements for the master of science degree at the Florida Institute of Technology. We thank David Wilder for his helpful comments on an earlier version of this manuscript.

UNDERSTANDING THE EXPERIENCES OF WOMEN WITH ANOREXIA NERVOSA WHO COMPLETE AN EXPOSURE THERAPY PROTOCOL IN A NATURALISTIC SETTING Gina B. Polychronopoulos Old Dominion University, 2017 Chair: Dr. Ed Neukrug Anorexia Nervosa (AN) is a serious mental health concern in the United States, with the highest mortality rate of all mental disorders. Females comprise the vast majority of people with AN, although the number of males with the condition is rising. Anorexia Nervosa has a high relapse rate and is often enduring, which makes it challenging to treat successfully; therefore, the mental health profession is in need of innovative therapeutic approaches. Exposure therapy has a growing evidence base for the treatment of eating disorders, including AN; however, there are very few studies that explore body image/mirror exposure specifically in patients with AN. Further, the existing quantitative and qualitative research studies present several methodological limitations, which prompts in de...

We taught two sets of parents to conduct a functional analysis (FA) under simulated conditions in their homes. Relative to a baseline (pre-training) phase, the accuracy of FA implementation by parents improved when they were given verbal, written, and video performance feedback. When training concluded, parents were able to implement FA accurately with their child. Issues of having paraprofessional practitioners learn FA skills are discussed. Functional analysis (FA) is recognized as an effective method for determining social and nonsocial influences maintaining problem behavior and subsequently, formulating an effective intervention plan . Although early FA studies were implemented by experienced research personnel (Iwata, Dorsey, Slifer, Bauman, & Richman, 1994), more recent inquiry has focused on paraprofessional staff and non-behavioral practitioners. For example, Moore, Edwards, Sterling-Turner, taught classroom teachers to implement FA conditions through modeling, behavior rehearsal, and performance feedback. Similarly, Wallace, Doney, showed that educators could learn FA skills using scripts, role playing, and video demonstration. More recently, Phillips and Mudford (2008) combined lecture, written information, modeling, rehearsal, and feedback to train FA methodology with inexperienced residential-care staff. The importance of these studies is that when compared to assessment that is performed under simulated conditions, having natural care-providers conduct FA may capture more precisely the operating contingencies responsible for problem behavior.

This study aimed to investigate the impact of integrating campus life scenarios into peer-mediated LEGO games on social behaviors in inclusive kindergarten senior class children with autism. A composite singlesubject design combining multi-baseline cross-subject and A-B-A withdrawal was employed, with 3 inclusive senior class children with autism and 6 typical peers selected as study subjects. The intervention process centered on the "Engineer, Provider, Builder" role-reliance model, incorporating LEGO task cards with explicit campus contexts. Results analysis demonstrated that after contextualized LEGO intervention, all three subjects exhibited immediate and significant improvements in both social initiative behaviors and social response behaviors, which maintained stable high levels during the later intervention phase. Concurrently, the frequency of peer cues dependency showed a steep decline. In the A2 withdrawal phase, target social behaviors demonstrated strong maintenance effects. The findings indicate that campus-contextualized peer-mediated LEGO games enhance social initiative and responsiveness in senior class children with autism, promote social independence, and exhibit ecological validity in real inclusive education settings.

We study the diffusion of a product in two customer segments where the acceptance level in one segment affects the diffusion rate not only in that same segment, but also in the other. The inter-segment influence can be positive or negative, i.e., the acceptance level of the product in one segment can reinforce or impede its diffusion in the other. The model set-up also applies to the diffusion of two products, with independent and market potential, in a single population. Since the diffusion system we study does not have a closed-form solution, we use phrase plane analysis to identify the equilibrium points of the joint diffusion process and to characterize their stability properties. Further, we provide a means to identify the regions with different convergence behavior, i.e., to identify boundaries for regions within which all trajectories converge to a particular equilibrium point For the cases of asymmetric influence (+/-) and mutually impeding influence (-/-), we also provide conditions under which both products can achieve full market potential in equilibrium. Finally, we provide managerial insights into the effectiveness of two strategies in the context of asymmetric (+/-) interaction between two customer segments: (1) "seeding," i.e., using free samples to support the launch of a product in one segment being harmed by the adoption in the other, and (2) "demand control," i.e., purposely limiting market potential for the customer segment harming product diffusion in the other segment.

The ‘trans debates’ have proliferated widely, and autism is frequently brought into these discussions. Autism researchers have begun to explore the perceived over-representation of autistic people within gender non-conforming populations. While discussions centred around autistic trans individuals are increasingly visible in ‘gender critical’ discourse — a discourse that is, at best, sceptical of transgender realities. This article consequently examines why being both autistic and trans has become a site of interest and/or scepticism. Engaging with some key medical literature produced at the intersection of autism and (trans)gender, its reproductions in mainstream media, and its use within gender critical discourse, this article argues that both scepticism and intrigue are actively produced through an uncritical adherence to the humanist logic of representationalism. Thus, rather than autism illuminating something about sex-gender, or autism ‘causing’ transgender identification, I argue these discussions highlight that representationalism is an epistemology that does not allow autistic people full recognition as (trans)gendered subjects. Karen Barad’s conception of ‘performative metaphysics’ and ‘the ontological inseparability of intra-acting agents’ is proposed as an alternate onto-epistemological framework through which to argue for an agential autistic (trans)gender identity that is not produced by autism, but co-constitutive with it.

This research is intended to answer the question of whether the implementation of Behavior Therapy Program with the method of Applied Behavior Analysis Verbal Behavior (ABA VB) effectively improve the Language Ability of children with autism disorders. Autism is a very large and severe childhood disorder that develops in periods of development, characterized by constraints in the areas of communication, social interaction, coqnitive, motoric, and behavioral patterns of stereotypes in which the symptoms appear before the age of 3. Behavioral aspects in children with autism often inhibit the potential of children. That's why the handling of behavioral disorders in children with autism is very important. Behavioral therapy is aimed at shaping behavior that is acceptable to the surrounding environment and reducing problematic behavior (lovaas, 2013). One of the most commonly used behavioral therapy is Applied Behavior Analysis Verbal Behavior (ABA VB), which has been investigated by many experts proven to help shape behavior that is acceptable to the social environment in children with autism. This study aims to see the effectiveness of further behavioral therapy programs using Applied Behavior Analysis Verbal Behavior (ABA VB) on the development of autistic children language. This study used qualitative methods with data collection methods of in-depth interviews of parents, therapists, and observations of children. The results of the study showed that there was a significant increase in the development of language of children with autism, the increase between the condition before the subjects get Behavior Therapy with ABA VB method and subject conditions after getting Behavior Therapy with ABA VB. In addition to improving the language also obtained the development of 3 aspects observed in 12 meetings: imitation ability, pre-academic and receptive language of the child.

brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Dépôt numérique de UQTR Résumé : L'analyse appliquée du comportement, communément appelée AAC ou ABA, est une discipline ayant contribué au développement des services d'intervention publics destinés aux personnes autistes au Québec. Cet article vise à dresser un portrait évolutif de la situation d'une province canadienne francophone quant à la place de cette discipline relativement au développement des services en autisme, en y associant un regard sur la recherche et la formation.

Behavior analysts acting as supervisors of individuals pursuing Behavior Analyst Certification Board certification are tasked with designing effective and ethical supervision and training systems. Behavior analyst supervisors and their trainees may face challenges fulfilling their responsibilities in the midst of barriers that include competing contingencies, transitions, and interruptions. In this article, we review potential obstacles faced by supervisors in designing effective supervision through site closures and transitions to telepractice as a result of the COVID-19 pandemic. We explore related potential barriers faced by trainees serving clients through public school settings, as well as through insurance-funded agencies in the United States. We review some practical solutions and offer tools for supervisors and trainees to consider at this time. We present a template for trainees to help them develop a personalized applied behavior analysis fieldwork plan for their supervision, a client/family needs assessment, and a corresponding trainee needs assessment to assist with adaptations to supervision and service delivery in an individualized manner.

As intervenções comportamentais para comportamentos desafiadores geralmente se baseiam nos resultados de uma análise funcional para identificar fatores ambientais contribuintes. Vários formatos de análise funcional foram desenvolvidos para melhorar aspectos do processo, como praticidade, eficiência e segurança. Mais recentemente, a análise de contingência sintetizada baseada no desempenho e informada por entrevistas (IISCA) foi desenvolvida como um formato de análise funcional que incorpora uma estrutura informada pelo trauma. A IISCA baseada no desempenho (a) introduz eventos evocativos após períodos de calma para reduzir a escalada perigosa, (b) inclui medidas momento a momento do comportamento desafiador para permitir a análise visual contínua dos dados e (c) mantém medidas de afeto positivo. Realizamos este estudo para avaliar a utilidade terapêutica da IISCA baseada no desempenho quando utilizada para orientar um tratamento baseado em habilidades. O IISCA baseado no desempenho foi aplicado para o comportamento desafiador de três crianças autistas antes do ensino de comunicação, tolerância e cooperação durante o tratamento baseado em habilidades no ambiente doméstico. O comportamento desafiador foi reduzido para todos os participantes, independentemente do terapeuta e ao longo do tempo (extensão do tratamento de 1, 2 e 3 meses). Os resultados apoiam a extensão e a longevidade do tratamento orientado pelo IISCA baseado no desempenho. Crianças com transtorno do espectro autista (TEA) apresentam maior risco de manifestar diversas formas de comportamento desafiador em comparação com outras crianças, sejam elas com desenvolvimento típico ou não . A qualidade de vida das crianças que apresentam tais comportamentos é motivo de preocupação, pois todas as facetas da vida podem ser afetadas, incluindo a segurança da criança e de outras pessoas, o desenvolvimento de habilidades necessárias para a vida e as oportunidades de inclusão social. À medida que uma criança desenvolve repertórios anormais de comportamentos desafiadores crônicos ao longo da vida, maior é a probabilidade de se deparar com ambientes restritivos e intervenções, incluindo isolamento e várias formas de contenção (ou seja, mecânica, física, química). Medicamentos psicotrópicos, apesar de apresentarem eficácia inconsistente na redução bem-sucedida do comportamento desafiador

BACKGROUND AND OBJECTIVE: Individuals with fragile X syndrome (FXS) are frequently codiagnosed with autism spectrum disorder (ASD). Most of our current knowledge about ASD in FXS comes from family surveys and small studies. The objective of this study was to examine the impact of the ASD diagnosis in a large clinic-based FXS population to better inform the care of people with FXS. The study employed a data set populated by data from individuals with FXS seen at specialty clinics across the country. The data were collected by clinicians at the patient visit and by parent report for nonclinical and behavioral outcomes from September 7, 2012 through August 31, 2014. Data analyses were performed by using χ 2 tests for association, t tests, and multiple logistic regression to examine the association between clinical and other factors with ASD status. RESULTS: Half of the males and nearly 20% of females met Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition criteria for current ASD. Relative to the FXS-only group, the FXS with ASD (FXS+ASD) group had a higher prevalence of seizures (20.7% vs 7.6%, P < .001), persistence of sleep problems later in childhood, increased behavior problems, especially aggressive/disruptive behavior, and higher use of α-agonists and antipsychotics. Behavioral services, including applied behavior analysis, appeared to be underused in children with FXS+ASD (only 26% and 16% in prekindergarten and school-age periods, respectively) relative to other populations with idiopathic ASD. CONCLUSIONS: These findings confirm among individuals with FXS an association of an ASD diagnosis with important cooccurring conditions and identify gaps between expected and observed treatments among individuals with FXS+ASD.

The Multiscale Molar View of behavior fits with evolutionary theory and with General Process Theory. These two theories combine to afford a monistic ontological basis for understanding behavior as consisting of extended activities controlled by extended behavior-environment relations. General Process Theory casts the world as process and all existences as processes-no objects, no events, and no substance. Although the theory applies to both animate and inanimate things, behavior analysts focus on animate processes. Evolutionary theory conceives of a species as a process, the function of which is to evolve, and the individual members-the parts-as processes, the function of which is to reproduce. All behavior consists of activities, which are processes that ultimately promote surviving and reproducing. Evolutionary theory, process ontology, and the concept of induction provide a powerful conceptual framework for understanding not only behavioral phenomena in the laboratory and everyday life but also for more flexible approaches to clinical applications.

Affective styles function as dynamic regulators of human experience, shaping not only the individual's intrinsic emotional forces but also their capacity to interpret, negotiate, and respond to environmental stimuli. They serve as templates for perspective, interpersonal interactions, and personality that are continuously modeled and refined. The integration of the self emerges from foundational principles rooted in the affective styles that children encounter in early childhood, where attachment patterns, caregiver responsiveness, and emotional attunement establish the scaffolding for identity formation. These early affective experiences become critical variables in the consolidation of coping strategies, relational schemas, love languages, and the broader spectrum of affective dimensions that define emotional life. The exposure to negative stimuli or adverse experiences, such as neglect, trauma, or inconsistent caregiving, result in emotional scars that often persist across the lifespan, manifesting in heightened vulnerability to anxiety, depression, maladaptive relational patterns, and other mental health issues. Conversely, the presence of positive stimuli, secure attachments, and healthy interactions during formative stages of development fosters resilience, emotional regulation, and adaptive identity construction. In this sense, affective styles are not merely descriptive of emotional tendencies but are constitutive of developmental trajectories, influencing the quality of human condition flourishing across personal, social, and cultural domains.

This analysis examines human behavior, gender scripts, and identity development through cultural, perceptual, and environmental frameworks. The evolution of gendered agency has reinforced hegemonic patterns that often impair self-integration, particularly when a support system is inefficient. Constructs like hyper-masculinity and androgyny have a crucial impact in social cognition and an adverse effects in behavioral patterns. The study highlights schemas transferability and the effect of intergenerational variables that perpetuate rigid roles. Femininity is commonly associated with empathy and vulnerability, while masculinity is linked to assertiveness and power. These dichotomous scripts challenge novel gender performance and norms, prompting individuals to conform and adhere to traditional designs. Gender performance conveys a complex interplay of the developmental stages, environmental stimuli, and biological variables that shape adaptive and maladaptive models of self-integration.

This study elaborates a comparative review of the ASD, superior intelligence, and twice exceptional spectrum with their prevalence, difference, diagnostic, coexistence, and potential comorbidities focusing on a clinical and differential perspective.

The purpose of this document is to feed the comparison on ethics in &lt;br&gt;governance systems in order to carry out the research project: &quot;From the scientific method to the linear solution of &lt;br&gt;governance problems of complex systems at the time of &lt;br&gt;SARS-CoV-2&quot;

We evaluated the effects of restraint on occurrences of self-injurious behavior (SIB) and adaptive responses exhibited by 2 individuals across eight response-effort conditions: baseline (no restraints); restraint sleeves without stays; restraints with 5, 10, 15, 20, or 25 thin metal stays; and restraints with five thick metal stays. From this analysis, we identified a restraint level for each participant that reduced SIB but did not inhibit adaptive responding. DESCRIPTORS: self-injurious behavior, restraint, response effort

Assessments were conducted to identify preferred foods for 9 adults with severe to profound mental retardation. Subsequently, the reinforcing effects of each participant&#39;s most highly preferred food were evaluated during sessions conducted before and after lunch. Results showed that 4 participants&#39; response rates were higher during premeal sessions than during postmeal sessions. By contrast, pre‐ and postmeal response rates were indistinguishable for the other 5 participants. These results indicate that the reinforcing efficacy of food may (but does not necessarily) diminish following meals and suggest that the influence of meal schedules should be examined on an individual basis when food is used as reinforcement during training sessions.

Twenty-two individuals with developmental disabilities participated in two leisure-item preference assessments, spaced approximately 16 months apart. Results showed (a) an overall increase in item contact across assessments for 13 participants and (b) at least some overlap across assessments in the five most highly ranked items for every participant. These results highlight individual differences in the stability of preference over time and suggest the need for research to identify the determinants of temporal shifts in preference.

We evaluated the effects of a response‐effort intervention on the occurrence of self‐injurious hand mouthing and a competing response (object manipulation) with 4 individuals who had profound developmental disabilities. During Phase 1, results of functional analyses showed that all participants engaged in high levels of hand mouthing in the absence of social contingencies, suggesting that the behavior was maintained by automatic reinforcement. In Phase 2, preferred leisure items were identified for participants during assessments in which duration of leisure item manipulation was used as the index of preference. In Phase 3, participants were observed to engage in high levels of hand mouthing and in varying levels of object manipulation when they had free access to their most preferred leisure items during baseline. The effects of increased response effort on hand mouthing and object manipulation were then evaluated in mixed multiple baseline and reversal designs. The response‐effort...

We evaluated the effects of restraint on occurrences of self-injurious behavior (SIB) and adaptive responses exhibited by 2 individuals across eight response-effort conditions: baseline (no restraints); restraint sleeves without stays; restraints with 5, 10, 15, 20, or 25 thin metal stays; and restraints with five thick metal stays. From this analysis, we identified a restraint level for each participant that reduced SIB but did not inhibit adaptive responding. DESCRIPTORS: self-injurious behavior, restraint, response effort

We evaluated the effects of a response-effort intervention on the occurrence of selfinjurious hand mouthing and a competing response (object manipulation) with 4 individuals who had profound developmental disabilities. During Phase 1, results of functional analyses showed that all participants engaged in high levels of hand mouthing in the absence of social contingencies, suggesting that the behavior was maintained by automatic reinforcement. In Phase 2, preferred leisure items were identified for participants during assessments in which duration of leisure item manipulation was used as the index of preference. In Phase 3, participants were observed to engage in high levels of hand mouthing and in varying levels of object manipulation when they had free access to their most preferred leisure items during baseline. The effects of increased response effort on hand mouthing and object manipulation were then evaluated in mixed multiple baseline and reversal designs. The response-effort condition was identical to baseline, except that participants wore soft, flexible sleeves that increased resistance for elbow flexion but still enabled participants to engage in hand mouthing. Results showed consistent decreases in SIB and increases in object manipulation during the response-effort condition for all participants. These results suggested that a less preferred reinforcer (produced by object manipulation) may substitute for a more highly preferred reinforcer (produced by hand mouthing) when response effort for hand mouthing was increased.

En el año 2014 la revista Operants realizó un número conmemorativo dedicado a B. F. Skinner. Entre otros textos, se incluye una sección con experiencias personales que diversas figuras del Análisis Conductual Aplicado tuvieron con B. F. Skinner. Además, se incluye una remembranza que Julie Vargas hace de su padre. Aquí presentamos la traducción y selección realizada por Edson Escalante de los textos más emotivos.

Verbal behavior plays a fundamental role in the development of complex social and communication skills. Many children diagnosed with autism spectrum disorder exhibit profound deficiencies in intraverbal repertoires and the development of social relationships. Recent studies that investigated the effects of intraverbal training on the emergence of reverse intraverbals produced mixed results (e.g., Perez-Gonzalez et al., Journal of Applied Behavior Analysis 40:697-701, 2007)). In the current study, a multiple-probe design across four participants with autism was used to evaluate the effects of intraverbal training on the emergence of reverse intraverbals. Intraverbal training consisted of multiple exemplars taught concurrently, bidirectional stimulusresponse teaching formats, general case analysis, reinforcement, and a constant prompt delay (CPD) procedure. Participants were trained on intraverbal targets and probes were conducted to assess emergence of untaught reverse intraverbals. Three participants demonstrated the emergence of reverse intraverbals as a result of the intraverbal training procedures. Social validity and maintenance of target responses and emergent reverse intraverbals were assessed. Keywords Autism . Emergence . Intraverbal training . Verbal behavior Functional intraverbal skills play a pivotal role in social interactions and provide the foundation for more advanced communication skills such as describing or recalling events, solving problems, requesting assistance, asking questions, categorizing, and telling stories (Ingvarsson and