Competing-response training is an important component of Habit-Reversal Therapy. Competing responses are recommended to be incompatible with tics. However, research on the efficacy of non-incompatible ("dissimilar") competing responses is scant. We conducted two experiments with individuals with tics who had at least one established incompatible ("similar") competing response and completed Habit-Reversal Therapy previously. In Experiment 1, we compared similar and dissimilar competing responses in terms of tics reduction and interference with ongoing activities. In Experiment 2, we assessed the maintained effectiveness of dissimilar competing responses over multiple exposures, preference among competing response types, and the effects of similar and dissimilar competing responses on non-targeted tics. Across both experiments, we observed similar tic reduction and disruption of ongoing activity when participants used either competing response type. Engagement was generally greater in dissimilar competing responses. We discuss potential implications for clinicians and areas of future research.

Understanding of the correspondence between intervention preference and efficacy is limited. We systematically reviewed 112 articles (457 cases) evaluating efficacy of and preference for behavioral interventions. We analyzed the percentage of cases for whom interventions were preferred and efficacious across broad (e.g., behavior reduction, performance, skill acquisition) and specific (e.g., noncontingent reinforcement, video modeling) intervention types. Authors reported one preferred intervention for most cases. Regarding efficacy, authors reported about half of cases as having one efficacious intervention and the other half having multiple equally efficacious interventions. The same intervention was preferred and efficacious for 74% of cases for whom authors reported one preferred and one efficacious intervention. Several specific interventions were generally preferred and efficacious across cases (e.g., digital stimuli, computer-based instruction, accumulated reinforcement, contingent reinforcement). We discuss clinical recommendations, the importance of assessing preference, and the need for research in developing protocols for assessing intervention preference.

Establishing conditioned reinforcers is often critical to treatment for individuals diagnosed with autism spectrum disorder or intellectual and developmental disabilities (IDDs). Although researchers have evaluated several procedures, methods and results vary across studies, making it difficult to draw conclusions about these procedures' general and relative effectiveness. The purpose of this systematic review was to assess the overall and relative effectiveness of stimulus-stimulus (S-S) pairing, response-stimulus (R-S) pairing, and operant discrimination training (ODT) for establishing conditioned reinforcers for children on the autism spectrum or who have an IDD. Thirty-one studies, including 12 theses and dissertations, met inclusion criteria. Eight studies evaluated S-S pairing, 20 evaluated R-S pairing, and nine evaluated ODT. Combined, S-S pairing, R-S pairing, and ODT were effective at establishing conditioned reinforcers in only half of all attempts. However, analysis indicated that R-S pairing is the most effective procedure, followed by S-S pairing and ODT, in that order.

Hispanic/Latiné individuals are not well-represented among master's and doctoral level board certified behavior analysts despite being well-represented at certificant levels with fewer educational requirements (i.e., registered behavior technicians and board certified assistant behavior analysts). To increase Hispanic/Latiné representation among master's and doctoral level behavior analysts, the field must first identify barriers that may be preventing individuals from this population from pursuing careers in behavior analysis. We surveyed undergraduate students who were currently enrolled in or had previously completed at least one behavior analytic course about their experiences with sociocultural barriers (e.g., lack of mentorship, white-centered pedagogy) previously suggested in the literature. Results indicated that, relative to white students, mentorship and diverse classroom examples are more likely to increase Hispanic/Latiné students’ plans to pursue behavior analysis. Implications and future directions for creating supportive environments for Hispanic/Latiné students are discussed.

The functional analysis approach described by Iwata et al. (1982/1994) has been used widely to determine the variables evoking and maintaining challenging behavior. However, one potential concern with conducting functional analyses is that repeated exposure to contingencies may induce a novel functional relation. To examine the likelihood of these potential iatrogenic effects, we evaluated social test conditions of the functional analysis for 116 participants and searched for patterns of responding indicative of acquisition. Patterns suggestive of acquisition occurred in 13.70% of tangible reinforcement conditions; however, the prevalence was only slightly lower in the attention condition (8.75%). Much lower prevalence was observed for the escape condition (2.13%). When grouped by quotient score, a pattern of acquisition was just as likely to be observed in the attention condition as in the tangible condition. Additionally, patterns indicative of acquisition were no more likely to be observed with participants who emitted automatically reinforced challenging behavior.

Previous researchers have demonstrated that using stimuli identified via daily brief preference assessments may produce more responding under concurrent-schedule arrangements than using stimuli identified via lengthy, pre-treatment preference assessments (DeLeon et al., 2001). To date, this has not been evaluated within the context of skill acquisition. Thus, the extent to which conducting daily brief preference assessments impacts the rate of skill acquisition during discrete trial instruction (DTI) remains unknown. The purpose of this study was to evaluate how frequent, pre-session preference assessments, influence the rate of skill acquisition relative to an initial preference assessment during DTI sessions for three children with autism spectrum disorder (ASD). Two of the three children acquired the targeted skills faster in the frequent preference assessment condition. The third participant showed no difference in the rate of skill acquisition.

Journal of Applied Behavior AnalysisEarly View IN MEMORIAM Brian Iwata as Mentor, Colleague, Father Timothy R. Vollmer, Corresponding Author Timothy R. Vollmer [email protected] Psychology Department, University of Florida Correspondence Iser G. DeLeon and Timothy R. Vollmer, Psychology Department, University of Florida, Gainesville, FL 32611, USA. Email: [email protected] and [email protected]Search for more papers by this authorIser G. DeLeon, Corresponding Author Iser G. DeLeon [email protected] Psychology Department, University of Florida Correspondence Iser G. DeLeon and Timothy R. Vollmer, Psychology Department, University of Florida, Gainesville, FL 32611, USA. Email: [email protected] and [email protected]Search for more papers by this authorChristina Iwata Schneider, Christina Iwata Schneider Psychology Department, University of FloridaSearch for more papers by this author Timothy R. Vollmer, Corresponding Author Timothy R. Vollmer [email protected] Psychology Department, University of Florida Correspondence Iser G. DeLeon and Timothy R. Vollmer, Psychology Department, University of Florida, Gainesville, FL 32611, USA. Email: [email protected] and [email protected]Search for more papers by this authorIser G. DeLeon, Corresponding Author Iser G. DeLeon [email protected] Psychology Department, University of Florida Correspondence Iser G. DeLeon and Timothy R. Vollmer, Psychology Department, University of Florida, Gainesville, FL 32611, USA. Email: [email protected] and [email protected]Search for more papers by this authorChristina Iwata Schneider, Christina Iwata Schneider Psychology Department, University of FloridaSearch for more papers by this author First published: 18 December 2023 https://doi.org/10.1002/jaba.1049Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

Token economies are among the most widely used procedures in behavior analysis and research on token economies has spanned over 80 years. Several textbooks have outlined the essential components of token economies and suggested how they can be trained and implemented in practice. However, procedures evaluated in applied research can vary from how those procedures are implemented in clinical practice. It is conceivable that the way in which token economies are implemented in clinical settings does not resemble the procedures described in research and behavior analytic textbooks. We surveyed 255 board certified behavior analysts and board certified assistant behavior analysts about their commonly used practices when training and implementing token economies with individuals with autism and other neurodevelopmental disorders. Results suggest that certain aspects of token economies in practice often bear only superficial resemblance to how they are described in textbooks.

Climate change is a threat to current and future generations. One behavior change that may produce substantial emission reductions is a shift from using personal vehicles to public transportation. While the use of public transportation allows reductions in personal emissions, it is associated with extra time spent en route. Behavioral economic studies of demand have demonstrated the effects of delay on choice, but few have addressed the effects of delay on use of transportation modalities. Additionally, studies targeting environmentally relevant commodities have occasionally examined choice when outcomes are framed as being environmentally beneficial, but this is likely not representative of naturalistic choice opportunities where framing is absent. The purpose of the current study was to demonstrate the effects of time as a cost on the hypothetical use of public transportation, and to evaluate the effects of a framing manipulation on participants’ responses. We found that participants’ reported use of public transportation was sensitive to time as a cost, that environmental framing increased reported use relative to previous neutral framing, but that the sequence of framing conditions moderated changes in responses.

Differential reinforcement of alternative behavior is a common intervention for problem behavior in persons with neurodevelopmental disorders, but it is susceptible to integrity errors that can degrade treatment effects. Manipulating reinforcement parameters to favor alternative behavior might make it more persistent in the face of integrity errors. We devised an analog of differential reinforcement of alternative behavior to examine if enhanced reinforcer magnitude or quality for the alternative response could protect against treatment degradation. Across 2 experiments, reinforcer magnitude or quality was manipulated to favor the alternative response in 1 condition but kept constant across both alternative and target responses in a second condition. Comparisons of the 2 conditions indicated that higher-magnitude or higher-quality reinforcement for alternative behavior can mitigate against treatment degradation when treatment errors occur and provided support for the utility of considering parameters of reinforcement when developing behavioral interventions for problem behavior.

Discrete-trial training (DTT) is a common method of instruction used in early intervention amongindividuals with autism spectrum disorder and related neurodevelopmental disorders and is an effective method of teaching different skills such as tacting, listener responding, and matching. Delivery of effective reinforcers is a key component of DTT. Although general recommendations have been made for effective reinforcement delivery in DTT, no review has synthesized the available research on the efficiency of various reinforcer parameters on efficiency of acquisition. The current systematic review assessed the efficiency of various reinforcer parameters on acquisition in DTT. Results were idiosyncratic, and a general paucity of repeated measures examining specific reinforcer parameters within and across studies was observed. In general, (1) maintaining high levels of treatment integrity, (2) delivery of tangible (i.e. leisure items) or edible reinforcers in comparison with contingent praise as a reinforcer, and (3) delivery of edible reinforcers in comparison with other topographies of reinforcement were the most successful reinforcer parameter manipulations and always resulted in more efficient skill acquisition. The results of this review provide clinicians with information regarding what reinforcer parameter manipulations may be more or less likely to support efficient acquisition. The present review also provides considerations and makes recommendations for future research.

The preparation of the functional analysis is presented step by step and the derivation of therapeutic starting points from this analysis is worked out.

Discrete-trial training (DTT) is a common method of instruction used in early intervention amongindividuals with autism spectrum disorder and related neurodevelopmental disorders and is an effective method of teaching different skills such as tacting, listener responding, and matching. Delivery of effective reinforcers is a key component of DTT. Although general recommendations have been made for effective reinforcement delivery in DTT, no review has synthesized the available research on the efficiency of various reinforcer parameters on efficiency of acquisition. The current systematic review assessed the efficiency of various reinforcer parameters on acquisition in DTT. Results were idiosyncratic, and a general paucity of repeated measures examining specific reinforcer parameters within and across studies was observed. In general, (1) maintaining high levels of treatment integrity, (2) delivery of tangible (i.e. leisure items) or edible reinforcers in comparison with contingent praise as a reinforcer, and (3) delivery of edible reinforcers in comparison with other topographies of reinforcement were the most successful reinforcer parameter manipulations and always resulted in more efficient skill acquisition. The results of this review provide clinicians with information regarding what reinforcer parameter manipulations may be more or less likely to support efficient acquisition. The present review also provides considerations and makes recommendations for future research.

In the absence of escape extinction, evidence suggests that positive reinforcement may decrease escape-maintained behavior. A variety of reinforcers (e.g., food, tokens, and escape) have been used to strengthen alternative behavior in prior research. But, the differential effects of these reinforcers on an intervention's capacity to maintain low rates of problem behavior in the absence of escape extinction during schedule thinning remains unknown. The current study evaluated whether interventions incorporating the use of tokens would equal the effects (in terms of the intervention's capacity to maintain low rates of problem behavior during schedule thinning) of interventions that incorporated escape or food. Results showed that for two of three participants diagnosed with intellectual and developmental disabilities, token reinforcement produced therapeutic effects during schedule thinning. For all participants, the intervention involving negative reinforcement for compliance was either ineffective or deteriorated as the schedule of reinforcement was thinned.

Children with autism spectrum disorder (ASD) engage in reduced levels of physical activity relative to neurotypical children. Researchers conducted 2 studies to 1) evaluate the influence of the number of physical activity options and effort on choice and 2) develop a token-based intervention to increase physical activity engagement and evaluate whether the opportunity to access the intervention supported responding similar to physical or sedentary activity alone. Four children with ASD participated. Additional physical activity options alone did not increase physical activity selection, but increased effort reduced selection of sedentary activity. Tokens increased physical activity for 2 participants. A combination of physical and sedentary activities maintained as much as or more responding than either activity in isolation for all participants. Limitations and potential areas of future research on choice and physical activity are discussed.

A diagnosis of autism spectrum disorder (ASD) and stereotypy engagement is associated with reduced physical activity (PA). Beyond health benefits, researchers have also reported decreases in stereotypy and corresponding increases in on-task behavior in individuals with ASD following PA. However, the duration of reported PA varies among studies examining these effects and the persistence of any effect is not well understood. Furthermore, no previous study examining these effects has reported difficulty evoking adequate durations of PA. The purposes of this study were to (1) develop an intervention to increase PA engagement, (2) analyze changes in stereotypy and on-task behavior following PA, and (3) assess persistence of changes as a function of PA duration. Four participants with ASD were observed for 10 min before, between 1 and 15 min during, and 30 min following PA. Results demonstrated that some duration of PA decreased stereotypy and increased on-task behavior for most participants.

Tic disorders are characterized by a class of responses assumed to be neurobiological in origin. Still, several studies have shown that tic frequency can be influenced by antecedent environmental events and social consequences. Prior reviews have summarized the effects of environmental events but have not examined relations between tic diagnosis, behavioral deficits (e.g., intellectual disability), tic topography, and the consequences observed to maintain tics. These variables might be important when attempting to predict or identify relevant consequences. A more thorough understanding of the variables that maintain and give rise to tics might also be useful in predicting responsiveness to treatment and intervention refinement. We reviewed and summarized results from the 13 attempts to experimentally identify maintaining consequences for tics (i.e., functional analyses) that have been published to date. We examined patterns of functions across tic diagnoses (i.e., Tourette's syndrome or not), communication impairments (i.e., an intellectual disability or reported language difficulty), and tic topography. Results suggested that individuals with Tourette's syndrome and those without communication impairments are more likely to have functional analysis outcomes consistent with automatic reinforcement, but exceptions in both directions highlight the utility of functional analysis in treating tics.