Evaluating social validity of interventions is paramount to the applied dimension of applied behavior analysis, but in research contexts, social validity is frequently assessed only after an intervention has concluded. The present study sought to evaluate the social validity of a proposed intervention prior to intervention development through qualitative analysis of interviews with stakeholders. We interviewed ten caregivers of children with autism about their experiences and challenges engaging in play with their children. We also solicited their opinions on the proposed components of the intervention, including (1) video models; (2) smart speaker prompts; and (3) feedback and coaching via video chat. Qualitative analysis of the interview transcripts revealed several domains related to caregivers’ experiences, including challenges with social communication, openness to learning skills, and desires to build connections with one’s child. Opinions about the proposed intervention components were largely positive, citing the convenience of using technology to access the mostly asynchronous intervention. Some participants expressed hesitation or discomfort surrounding feedback and coaching via video chat. Participants made several helpful suggestions regarding the content and features of the intervention. We discuss our findings in the context of an interactive social validation process.

When teaching complex skills in higher education settings, different individuals may require different levels of instruction to achieve mastery. The current study replicated and extended Parry-Cruwys et al. (2022) by evaluating the effects of an online sequential training package on accuracy of APA citations with graduate students in behavior analysis. The intervention consisted of (a) a checklist of APA citation criteria, (b) online modules based on principles of behavioral instruction, and (c) email feedback. All components were delivered remotely through course management software and introduced sequentially such that participants experienced only the intervention necessary to meet the mastery criterion. Of 13 participants, seven required the checklist only, two required the checklist and online modules, and four required the checklist, modules, and feedback. An across participant acquisition analysis revealed additional response patterns that could inform the refinement of future training materials. This evaluation demonstrates an efficient mechanism for assessing skill acquisition at the level of the individual learner in the context of higher education.

The current study evaluated the effects of the temporal placement of positive and corrective feedback on the accuracy of implementing idiosyncratic functional analysis (FA) procedures with three adult learners. The three feedback conditions included 1) delivering all feedback immediately after performance, 2) all feedback immediately before the next performance, and 3) corrective feedback before performance/positive feedback after performance. The conditions were counterbalanced across three idiosyncratic FA procedures via an adapted alternating treatment design embedded in a multiple baseline design across participants. For one out of three participants, corrective feedback before/positive feedback after and all feedback before resulted in greater increases in accuracy than all feedback after. For the remaining two participants, all three feedback conditions resulted in accuracy increasing to the mastery criterion. All participants selected all feedback before as their preferred condition in a social validity assessment; practical implications and directions for future research are discussed.

A growing body of literature suggests manipulating some graphing conventions can affect visual analysis and adherence to graphing conventions varies widely in single case design publications. Yet use of graphing conventions by the wider population of behavior analysts is largely unexplored. The current study examined relations among types of graphing conventions (established versus unestablished functions), demographic variables (e.g., education level, primary job setting), and likelihood of revision ratings reported by 631 board certified behavior analysts (BCBAs, BCaBAs, and BCBA-Ds). Statistically significant differences in ratings were detected across types of conventions and demographic categories. Master’s level BCBAs in clinical roles were more likely to revise conventions that affect visual analysis than conventions whose functions are unknown, whereas there were no differences between types of conventions for doctoral level BCBAs in academic roles. We discuss these findings in the context of audience control of graphing conventions.

Graphing is a complex and critical skill for behavior analysts. We evaluated the effects of conceptual training modules and feedback checklists on verbal behavior about graphing conventions and adherence to graphing conventions with graduate students in behavior analysis. In Experiment 1, conceptual training increased the accuracy of verbal behavior, though both participants achieved criterion in the absence of instruction for some verbal behavior. When graphing adherence did not meet criterion, feedback checklists were implemented that resulted in criterion performance. In Experiment 2, checklists were provided as the primary intervention. Two out of four participants reached criterion for graphing adherence and verbal behavior with this intervention alone, while the remaining two participants reached criterion after a combination of checklists and conceptual training. This evaluation highlights the utility of a sequential approach to training the component skills of a complex repertoire while assessing conceptual behavior and extension of skill acquisition of the individual learner.

The present study used an online behavioral instruction program to teach accurate American Psychological Association (APA) citation formatting to nine graduate students. The participants completed two self-paced, online training modules targeting the correct formation of full reference and in-text citations, which consisted of the three elements of behavioral instruction: multiple practice opportunities, mastery criteria, and automatic feedback provided contingent on response. Training occurred using a concurrent multiple baseline design across skills (for seven participants) or nonconcurrently across participants (for two participants). Most participants did not correctly use APA citation formatting when probed in the baseline condition. Following training, participants increased their accuracy in APA citations across trained and novel exemplars. Two participants' data showed limited functional control due to increases in baseline. One participant required an additional visual checklist to reach the mastery criterion for one skill. Social validity was also assessed with overall confidence in using APA citation formatting increasing following completion of the modules. Participants reported overall satisfaction with the online modules stating that they were helpful in teaching correct citation implementation and were easy to use. Limitations to the current study and future uses of behavioral instruction as a technology are discussed.

The identification of interventions that are both effective and efficient is an ongoing need for the practice of applied behavior analysis. The parallel treatments design (PTD) has been described as powerful tool for comparing interventions in applied settings. The PTD combines elements of the multiple probe design and the adapted alternating treatments design. Execution of a PTD requires adherence to experimental tactics related to both designs, as well as adherence to specific features of the PTD outlined by the original authors (Gast & Wolery, 1988). The purpose of this systematic literature review was to evaluate (a) publication trends with the PTD, (b) applications of the PTD across behaviors and interventions, and (c) the extent to which articles that named the PTD as the design adhered to its defining features. Outcomes are discussed with respect to the utility of the PTD, limitations of the PTD, and potential refinements of the definition of the PTD.

The Behavior Analyst Certification Board (BACB) annually publishes data on the pass rates of institutions with verified course sequences (VCS). The current study analyzed BACB-published data from the years 2015-2019 and explored relations among program mode, number of first-time candidates, and examination pass rates. In a correlation analysis of number of first-time candidates and pass rates, there was a weak negative correlation, indicating that larger numbers of first-time candidates are associated with lower pass rates. Further, statistically significant differences were found among the mean number of first-time candidates, mean pass rates, and mean number of passing first-time candidates across program modes. Campus and hybrid programs had higher mean pass rates than distance programs, whereas distance programs had higher numbers of passing first-time candidates than campus programs. External validity and implications for indicators of program quality are discussed.

Media multitasking involves alternating between completing academic tasks and using technology for nonacademic purposes. We evaluated the effects of technology breaks on media multitasking during independent study with 2 undergraduate students. The intervention involved teaching participants to implement noncontingent technology breaks. Participants were instructed that they could check their text messages, e-mails, or social media during technology breaks. The initial schedule of breaks was determined by the participants' media multitasking during baseline, and the schedule of breaks was gradually thinned. The results showed that the technology breaks decreased media multitasking for both participants despite there being no programmed consequences for media multitasking. Additionally, the participants implemented the technology breaks with a high level of fidelity. Our findings demonstrate the utility of an antecedent-based self-management strategy at decreasing media multitasking with college students.