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Abstract Previous research has improved the feasibility and precision of assessments of sociability, but further progress is warranted. The purpose of this study was to evaluate secondary measures and within‐session analyses to further improve the feasibility and precision of assessments of sociability. We reanalyzed previously published assessment results to evaluate whether initial and conditional (i.e., on therapist movement) approach and avoidance may approximate established continuous measures. Results indicated that both measures were strongly correlated with the percentage of session on the social side and may provide a more feasible approximation for use in clinical practice. We also conducted within‐session analyses of these assessment results to evaluate whether they may improve precision or clarity. Correlational and matching‐based analyses of the within‐session data suggest that clear conclusions may be drawn from the results of a single session and facilitate a richer understanding of sociability. Implications for clinical practice and future research are discussed.

Abstract Subtypes of automatically maintained self‐injurious behavior (SIB) have been defined based on response patterns observed during the functional analysis, which are thought to reflect each subtype's distinct mechanisms. Current practice for identifying subtypes involves using structured criteria to identify whether SIB is automatically maintained, followed by the application of additional criteria to identify the subtype. We describe a series of studies directed at simplifying these methods to facilitate wider application of the subtyping model in research and practice. In Studies 1 and 2, we demonstrate the accuracy of modified criteria using the level of differentiation of SIB across the play and no‐interaction conditions at distinguishing between two subtypes (i.e., Subtypes 1 and 2). We then demonstrate visual analysis (without structured criteria) can accurately identify SIB as automatically maintained in Study 3, which can be used in combination with level of differentiation to enable application of the subtyping model in practice.

Abstract A concern when conducting combined‐category preference assessments is the potential for displacement effects, a shift in the preference ranking from highly preferred to moderately or less preferred for stimuli in two of three stimulus categories (e.g., edible, leisure, or social‐interaction). In this study, we evaluated potential displacement effects in combined‐category arrays of edible, leisure, and social‐interaction stimuli for five individuals with autism. First, single‐category paired‐stimulus preference assessments were implemented to identify two highly preferred stimuli from each category. When these stimuli were included in a combined‐category preference assessment, displacement effects were observed for three of five participants. During a subsequent reinforcer assessment, stimuli identified as less preferred in the combined‐category preference assessment functioned as reinforcers for two participants. Additionally, although social interaction was not identified as highly preferred for three of the five participants, it functioned as a reinforcer for four participants.

Abstract Prior research has produced mixed results on whether human social interaction can function as a reinforcer for dog behavior. However, that research used either short durations of social interaction or rapid, repeated trials such that satiation could have been a factor. We investigated whether two durations of social interaction (30 s or 4 s petting plus vocal praise) would maintain more responding than extinction, than each other, or than food. We limited each session to 10 trials and temporally spaced sessions within and across days. Both durations of social interaction produced more responding than extinction, but there was no difference in responding between the two social interaction durations. When we compared responding in food sessions to 30‐s and 4‐s social interaction sessions, we could not determine differences in responses emitted per session for two dogs due to ceiling effects, but the third dog doubled her responding when food was provided. Additionally, latencies in food sessions for all dogs were significantly lower than expected from a random sampling of latencies. Our results suggest both durations of social interaction can function as a reinforcer, especially when delivered sporadically, but they are still not as effective as food as a reinforcer for most dogs.

Abstract Detection dogs are used at border controls as an antecedent intervention to deter the smuggling of contraband. However, there is little research that has explored how the presence of dogs might affect passenger behavior. We observed passengers' behavior at a port when there was an officer alone, an officer with a dog, and an officer with a dog wearing a florescent yellow jacket with “police” written on it for increased salience. We measured eye contact, vocal‐verbal interactions, facial expressions, and nonvocal verbal gestures toward the officer and dog, and changes in passenger direction. Passengers looked, talked, and had the highest frequencies of positive facial expressions when the dog was not wearing a jacket. However, passengers looked toward the dog the quickest and had the highest frequency of negative facial expressions and gestures when the dog was wearing a jacket. We discuss how these findings might inform antecedent interventions to address undesirable behavior such as smuggling.

Engaging in regular physical activity has been shown to decrease the risk of health conditions such as diabetes, heart disease, and high blood pressure. Several studies have shown that physical activity is lower among individuals with neuro‐atypical developmental and intellectual disabilities as compared to neurotypical individuals. The current study evaluated the effects of the Step it UP! Game on the mean number of steps taken per minute with adults with disabilities. Participants were divided into 2 competing teams, and the team with the highest step count at the end of each session participated in a prize drawing. The Step it UP! Game was compared to baseline conditions using a multielement design. Mean step count increased from 24.35 steps per minute during baseline to 54.76 steps per minute during the intervention. All 10 participants took more steps during the Step it UP! Game.

Abstract Three pigeon dyads were exposed to a two‐component multiple schedule comprised of two tandem variable‐interval 30‐s interresponse time (IRT) > 3‐s schedules in the presence of different stimuli. Pecks to keys by both pigeons of a dyad occurring within 500 ms of one another were required for reinforcement under one tandem schedule (the coordination component), and such coordinated responses were not required under the other (the control component). The terminal link of each schedule ensured that the reinforced coordination response was an IRT > 3 s. Rates of coordinated IRTs > 3 s and total rates of coordinated responses (composed of IRTs > 3 s and IRTs ≤ 3 s) were higher in the coordination components than in either of two different control components in which coordination was not required for reinforcement. This difference in coordinated responses in the presence and absence of the coordination requirement under stimulus control transitorily deteriorated and then was reestablished when the relation between the stimulus and the coordination contingency or its absence was reversed. The results show coordinated responding to function as a discriminated social operant.

Abstract 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.

Abstract Allergic reactions to allergenic foods can pose a lethal threat to children with food allergies. Previous research has demonstrated the effectiveness of using behavioral skills training (BST) plus in situ training (IST) to teach safety responses to children. However, there has not been an evaluation of using BST to teach food safety to children with food allergies. Three elementary‐school children of neurotypical development with food allergies participated. We evaluated the efficacy of BST with IST in teaching participants to identify and respond to allergenic foods by (a) asking to see the food packaging, (b) scanning the food label for the allergenic food, and (c) reporting the safety threat to an adult while not consuming the food. Trials without allergenic foods were also presented to ensure discriminated responding. All participants demonstrated the three correct safety responses after BST and responded differentially across allergenic and nonallergenic foods, with two participants requiring feedback (IST).

Abstract Behavior analysts frequently collaborate with interdisciplinary colleagues to share information and make decisions about client services. This study evaluated the effects of behavioral skills training on preparation for and presentation during interdisciplinary review team meetings by clinicians ( n = 4) and nurses ( n = 4) at a residential school for students with intellectual and neurodevelopmental disabilities. The primary dependent measure was the percentage of preparation and presentation steps from task‐analyzed behavior checklists that the participants implemented correctly. As evaluated by multiple‐baseline designs, the participants improved their preparation and presentation skills to nearly 100% following behavioral skills training, maintained performance 1 month after the study, and rated training positively. We discuss elements of the training program, practice implications, and research directions.