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Comparing interteaching and discussion forums in an asynchronous online classroom: A replication
Ano: 2026
Abstract This study replicated Shaw et al. (2024) by comparing quiz and assignment scores in interteaching and discussion forum conditions using an alternating‐treatments design. Five graduate students in an asynchronous course participated. Variations from Shaw et al. included (a) the inclusion or revision of interteaching components, (b) alternative measures of generality, and (c) social validity data. Participants scored higher on quizzes in the interteaching condition ( M = 93%) than in the discussion forum condition ( M = 72%). Mean quiz scores were analyzed using a paired‐sample t test, which indicated statistically significant differences between the two conditions, t (24) = 5.80, p < .0001 (two‐tailed), with a substantial effect size of partial η 2 = 0.58. Interteaching did not have a significant effect on project scores. Most participants (80%) favored interteaching. The discussion identifies multiple treatment interference as a potential limitation and explores the implications of the results for graduate coursework in applied behavior analysis.
Comparing masked and traditional visual analysis of multiple‐baseline designs
Ano: 2026
Abstract Masked visual analysis (MVA) was developed to complement traditional visual analysis (TVA) and control for Type I error rates. Researchers have empirically tested MVA with generated data and simulated decisions. Our purpose was to evaluate the performance of MVA with real data and human raters. We asked visual analysts who had published at least one single‐case research article ( n = 36) to evaluate nine multiple‐baseline‐design‐across‐participants graphs. Graphs representing different target behaviors were displayed in masked and unmasked presentations. We evaluated the reliability and validity of MVA and TVA. Agreement within each method was similar to that reported in previous studies on visual analysis (MVA ICC = 0.625; TVA ICC = 0.579). Between the two methods, at least 75% of raters' decisions corresponded for six of nine graphs. We discuss the implications of incorporating MVA and future research on analytic methods for single‐case experimental designs.
Comparing methods of evaluating sensitivity to common establishing operations and bias toward challenging behavior
Ano: 2026
Abstract Recent research has demonstrated the utility of recording and reinforcing appropriate behavior during functional analyses. We compared two contingency arrangements across repeated bias and sensitivity evaluations (BASEs), one that equated the contingencies for appropriate and challenging behavior (i.e., symmetrical contingencies) and another that only provided reinforcement for challenging behavior (i.e., asymmetrical contingencies). Six neurotypical children were recruited, and behavior was recorded on a Neutral to Severe Behavior Scale. We evaluated sensitivity to different types of establishing operations (EOs) and response bias toward appropriate versus challenging behavior for each participant. Greater sensitivity to EOs was observed under symmetrical contingencies, but more instances of severe challenging behavior were captured by asymmetrical contingencies. Bias toward challenging behavior was evident in both contingency arrangements. Results suggest that BASEs implementing symmetrical and asymmetrical contingencies could help identify risk factors for challenging behavior and inform preventive strategies.
Component analysis of a self‐monitoring intervention for increasing task engagement for individuals with developmental disabilities
Ano: 2026
Abstract Self‐monitoring (SM) has been used as part of intervention packages to enhance skills such as leisure and vocational engagement for individuals with intellectual and developmental disabilities (IDD). However, the effectiveness of SM alone remains unclear. We analyzed components of an SM intervention to increase task engagement for five individuals with IDD. Participants were first taught to accurately self‐monitor their engagement. Sequential analyses evaluated SM alone, SM + differential reinforcement (DR) for accurate SM, SM + DR for accurate SM and task engagement, and DR for task engagement. SM alone was ineffective. Combining SM with DR for accurate SM improved accuracy of SM for all participants but increased task engagement for only two. Combining SM with DR for both accurate SM and task engagement increased engagement for the remaining participants. High levels of task engagement were maintained when reinforcement for engagement was provided without SM. Implications for intervention design are discussed.
Computer‐based instruction to teach professionals in Nigeria to conduct pairwise functional analyses
Ano: 2026
Abstract Efficient, low‐cost approaches for disseminating evidence‐based training on behavior‐analytic interventions to professionals outside of North America are needed to address the scarcity of available services. This study evaluated the effectiveness and acceptability of computer‐based instruction for training professionals in Nigeria to conduct pairwise functional analyses of challenging behavior. Six professionals demonstrated high levels of procedural fidelity during role‐play and in situ sessions with children after completing a self‐paced computer‐based instruction program that provided multiple opportunities for active responding and included culturally relevant content. Results extend prior research on virtual training of functional analysis implementation by incorporating a broader range of dependent variables (e.g., graphing, data interpretation) and delivering a fully asynchronous program. Results have implications for the further development of technologies to scale up the reach of behavior analysis services. Issues related to ensuring that asynchronous programs are delivered in an ethically responsible manner are discussed.
Contingency discrimination training and resurgence: Effects of reduced extinction session durations
Ano: 2026
Abstract Resurgence is an increase in a suppressed target behavior following a worsening of conditions for a more recently reinforced alternative behavior. Prior research shows that exposure to equal‐duration sessions of alternative reinforcement availability versus unavailability during treatment (i.e., contingency discrimination training; CDT) reduces resurgence. Clinically, minimizing exposure to extinction while maintaining the resurgence‐mitigating effects of CDT would be desirable. This experiment examined the effects of reduced off‐session durations by exposing groups of rats to different ratios of off:on session durations: All On (0 min: 30 min), CDT 1:1 (30 min: 30 min), CDT 1:2 (15 min: 30 min), CDT 1:6 (5 min: 30 min), and CDT escalate (i.e., [Esc] off‐session duration increased across sessions). Resurgence decreased exponentially with “off” session duration, with CDT 1:2 reducing resurgence and both CDT 1:1 and CDT Esc eliminating resurgence while generating control of alternative behavior by the prevailing reinforcement contingencies, without increasing the total number of target responses during treatment. Resurgence as choice in context theory described the data well with the assumption that the effect of the signaling properties of the reinforcement contingencies themselves increases linearly with the off:on duration ratio, as is true with the S−/S+ ratio in other discriminations.
Derived asymmetric and transitive relations using the go/no‐go procedure with compound stimuli
Ano: 2026
Abstract The purpose of the present study was to verify whether the go/no‐go procedure with compound stimuli would establish derived asymmetric and transitive relations between stimuli under the control of contextual cues. In Experiment 1, nonarbitrary relational training and tests established red and blue background colors as the contextual cues. Subsequently, arbitrary relational training established relations between pairs of stimuli under the control of the contextual cues. Finally, tests evaluated the emergence of new relations under contextual control. All four participants, university students, met the learning criterion during training and demonstrated the derived relations that were tested. Experiment 2 replicated Experiment 1, without the nonarbitrary relational training and testing. All three participants also exhibited the derived performances. The effectiveness of the procedure for establishing derived relations, the implications of the necessity of nonarbitrary relational training, and the possibilities for application are discussed.
Divided control by past behavior, present stimuli, and future outcome value in a concurrent‐chains procedure
Ano: 2026
Abstract When multiple stimuli appear to signal behavior–reinforcer contingencies, control may be divided between those stimuli. Such divided stimulus control depends in part on the value of the outcome to the organism, with stimuli signaling more valuable outcomes exerting stronger control. The present experiment investigated how divided control by past and present stimuli interacts with outcome value. Pigeons responded in a concurrent‐chains procedure in which one terminal link ended with two food deliveries after 8 s and the other link ended with six food deliveries after 48 s. Outcomes were signaled by the response producing terminal‐link entry (past behavior) as well as keylight stimuli during initial links (past signals) and terminal links (present signals). When these sources of stimulus control conflicted, past behavior exerted strong control over terminal‐link responding, overshadowing control by past signals. Some control by present signals was also evident, particularly at later times in terminal links. Additionally, stimuli signaling pigeons' more preferred outcome (smaller‐sooner reinforcer) exerted stronger control than stimuli signaling the less preferred (larger‐later) outcome. These findings highlight the importance of subjective outcome value in stimulus control and demonstrate that egocentric stimuli can exert enduring behavioral control even when other less transient discriminative stimuli occurred in the recent past or present.