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Abstract Behavior-analytic journals have historically exhibited high levels of self-citation and relatively limited exchange with other scientific disciplines. Although bibliometric studies have examined citation patterns in journals such as the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior , no large-scale investigation has analyzed the references cited in Behavior and Social Issues ( BSI ). This study addresses this gap through a bibliometric analysis of all references cited in BSI between 1978 and 2022. A total of 562 publications and 14,765 references were classified according to research type, disciplinary alignment, authorship, and publication outlet. The results revealed the predominance of theoretical and interpretative publications throughout the journal’s history, as well as strong concentration around a relatively small group of behavior-analytic authors and journals, particularly B. F. Skinner and S. S. Glenn. At the same time, BSI consistently incorporated references from disciplines such as anthropology, economics, evolutionary biology, political theory, and environmental science. Direct journal self-citation represented 7.91% of all references cited in BSI , substantially lower than rates previously reported for several other behavior-analytic journals. Taken together, the findings suggest that BSI developed through the combination of a stable behavior-analytic intellectual core and broad interdisciplinary engagement with socially relevant problems, functioning as a comparatively permeable and interdisciplinary outlet within behavior analysis.
Abstract Using telehealth to remotely train staff in behaviour analytic techniques has become an increasingly popular method of providing services to support autistic individuals and their families. This systematic literature review has identified studies which utilised this platform to remotely train staff across the education, health and social care sectors. In total, 20 studies met the inclusion criteria to be included in the review. Training was provided to 101 participants across a variety of vocational backgrounds (e.g. behaviour analysts, speech and language therapists and teachers). Multiple training methods were utilised, most commonly these involved techniques found in the Behaviour Skills Training package, such as modelling of skills, opportunities for rehearsal and the provision of feedback. The training provided was effective at increasing trainee capabilities in conducting behaviour analytic assessments (e.g. functional analyses) and skill teaching (e.g. strategies to increase social communication). However, despite most research being viewed favourably by trainees and meeting minimum quality standards, it should be considered as in its infancy. Many gaps do exist, especially around international culturally diverse demonstrations of effectiveness. By investigating such applications and filling these gaps, future researchers can begin to explore the true potential telehealth has in reducing global inequalities in evidence-based services.
Abstract This article proposes an integrated conceptual framework for analyzing video games through functional analysis, arguing that game design is fundamentally the arrangement of reinforcement and punishment contingencies. Video game genres are functional systems defined by reinforcement schedules, operant punishment, and temporally extended consequences programmed in game environments. To illustrate this behavioral interpretation of video games, we conduct a functional analysis of the contingencies operating in three illustrative commercial genres: platformers (focused on precision and modeling), Metroidvanias (based on conditional discrimination and interconnection of repertoires), and turn-based RPGs (governed by rules and chaining). Furthermore, the game features that continue to shape player behavior were examined, including aesthetic elements and cross-genre metasystems, such as achievements, leaderboards, and loot boxes. The analysis demonstrates that successful game design is also successful contingency design. Finally, we discuss the ethical implications of monetized metasystems (such as loot boxes) and propose that the principles of behavior analysis can be used to "reverse engineer" game design to illustrate how both experimental and applied domains can benefit from the consilience between behavior analysis and game design.
Abstract Questionable research practices (QRPs) inject bias into single-case experimental design (SCED) research. A prominent QRP is selective reporting, the omission or selective depiction of data or research procedures to inflate the appearance of positive experimental effects. Open and transparent research practices, including clear and appropriate research questions, transparent procedural reporting, and unbiased outcomes reporting, provide evidence that researchers have taken steps to avoid selective reporting in SCED. Peer reviewers have substantial influence in evaluating whether submitted articles reflect these practices. We provide explicit guidance for peer reviewers to appraise how SCED research articles submitted for publication reflect open and transparent reporting as well as describe ways in which clear and constructive feedback to authors can reduce QRPs in behavior science research.
Abstract Although assessments of relative reinforcer efficacy (RRE) have demonstrated utility for instructional programming, their relevance to informing treatment for challenging behavior is underexplored. Because reinforcer value moderates response persistence, RRE may serve as an index of persistence and could have prescriptive utility for treatment design. We targeted the persistence of arbitrary responses of 90 consenting and compensated adults with disabilities. We assigned participants to one of five baselines in which target responses were maintained on schedules prescribed by demand curve analysis (i.e., elastic‐EO, inelastic‐EO, elastic‐AO, inelastic‐AO, P max ) using reinforcers whose RRE had been quantified by breakpoints obtained during progressive‐ratio analysis. We then placed responding on extinction. Linear regressions revealed significant correlations between breakpoints and various metrics of persistence (i.e., rate, latency, reinforcers missed). These relations, however, were less apparent via visual inspection. Our data suggest progressive‐ratio analysis will not serve clinically useful functions without additional conceptual and validation work.
Abstract B. F. Skinner’s engagement with literature has often been portrayed in dismissive terms. In biographical accounts, literary activity is frequently described as a marginal episode associated with an unsuccessful attempt to pursue a writing career, whereas theoretical interpretations have often suggested that literature lies beyond the explanatory scope of Skinnerian psychology. Challenging these interpretations, this article argues that literature constituted an organizing dimension of Skinner’s intellectual trajectory, encompassing both biographical and epistemological aspects. The first section examines the biographical dimension of this engagement, arguing that literary practice functioned as a mediating element in Skinner’s transition from literary aspirations to scientific work, while contributing to the formation of his intellectual identity. Rather than representing a failed career path, literary engagement is examined as a formative experience that shaped his epistemological and conceptual orientations. The second section analyzes the theoretical dimension, identifying three functions of literature within Skinner’s philosophical-scientific project: as a philosophical interlocutor that contributed to his epistemological reflections and critique of mentalism; as an analytical resource for the contextual interpretation of psychological concepts such as self and personality; and as a resource for cultural design, informing his reflections on educational and governmental practices involved in the maintenance and transformation of cultural practices. The analysis suggests that literature constituted an enduring and integrative dimension of Skinner’s intellectual development, connecting biography, philosophy, behavioral science, and social reflection, and contributing to a more comprehensive understanding of the scope and ambitions of his philosophical-scientific project.
Abstract Training individuals to implement behavior‐analytic procedures using evidence‐based strategies such as behavioral skills training often requires substantial resources. Teach‐back has recently been shown to be a promising alternative method for training behavior‐analytic procedures. Teach‐back involves providing instructions to learners and then assessing their understanding by asking them specific questions that require them to explain the procedures. Remote teaching offers a practical format for delivering training, particularly for individuals with limited access to in‐person instruction. Thus, the purpose of the current study was to evaluate the effectiveness of using remote teach‐back to train three behavior analysis graduate students to implement latency‐based functional analyses with a simulated trainee. Two of three participants achieved mastery with remote teach‐back, and one participant required additional feedback to reach mastery. Procedural fidelity remained high during maintenance for the two participants for whom it was evaluated.
Resumo A adesão ao tratamento por parte dos cuidadores é necessária para o sucesso a longo prazo de intervenções comportamentais como o treino de comunicação funcional. O treinamento padrão de habilidades comportamentais (BST) pode efetivamente ensinar cuidadores a implementar o tratamento com fidelidade procedural, mas pesquisas anteriores demonstraram que ele é insuficiente para prevenir a recaída a comportamentos contra-terapêuticos dos cuidadores presentes antes do treinamento (por exemplo, reforçar comportamento desafiador). Comparamos os efeitos do BST padrão com um procedimento de BST aprimorado para melhorar a adesão ao tratamento e mitigar a recaída em um arranjo laboratorial desenvolvido por Mitteer et al. (2018). Durante o BST aprimorado, os cuidadores foram expostos a tentativas de role-play envolvendo taxas mais altas de comportamento desafiador. Quando expostos a um desafio de adesão ao tratamento envolvendo taxas mais altas de comportamento desafiador e respostas de comunicação variáveis, todos os três participantes designados ao grupo de BST padrão exibiram recaída a comportamentos contra-terapêuticos dos cuidadores, enquanto a recaída foi eliminada para todos os três participantes no grupo de BST aprimorado. Implicações e direções futuras dos achados laboratoriais são discutidas.
Abstract Resurgence is the return of a previously reinforced and extinguished target response when conditions worsen for an alternative response. Several studies examined resurgence when brief stimulus changes/instructions accompanied phase transitions in standard three‐phase procedures, which confounded the effects of worsening with extinction and stimulus changes. Subsequent research found resurgence was greater when a 1‐s stimulus change preceded both phase changes compared with groups experiencing more frequent or no stimulus changes. The purpose of the present study was to evaluate whether presenting identical versus different stimuli prior to both phase changes influenced resurgence in Experiment 1 and a stimulus only prior to extinction testing was sufficient to observe enhanced resurgence effects in Experiment 2. We found no differences in resurgence whether the brief stimulus changes (1) between phases were identical or different or (2) occurred before Phases 2 and 3 or only before Phase 3; however, resurgence was greater when preceding only Phase 3 with a stimulus change versus no stimuli between phases or a stimulus only before Phase 2. These findings suggest stimuli signaling transitions to extinction testing enhance resurgence effects. We discuss whether brief stimulus changes are functionally similar to contextual changes accompanying phases previously shown to produce renewal and enhance resurgence.
Abstract Behavior analysis has a long history of using nonhuman animals in basic research, classroom teaching, and applied practice, yet discipline-specific guidance for competent and ethical animal work remains limited. This paper reviews historical and contemporary trends in animal use within behavior analysis, including the decline of traditional animal laboratories, growing interest in invertebrate models, and expansion of behavior-analytic work into homes, shelters, zoos, and other applied settings. We argue that although behavioral principles are broadly applicable, competence in animal work requires more than general behavior-analytic training. In the absence of integrated guidance for developing and evaluating that competence, behavior analysts may face serious risks to animal welfare, human safety, the relationship between behavior analysis and the broader animal behavior community, and the field’s ability to advance a comprehensive science of behavior. In response, we propose a set of six minimum standards for animal-focused work in behavior analysis: (1) interdisciplinary knowledge of animal behavior, (2) species-specific knowledge, (3) skill fluency, (4) ethical conduct, (5) safe practices, and (6) appropriate mentorship strategies. A practical self-assessment tool accompanies these standards to help professionals determine their scope of competence. We hope these standards initiate a needed conversation about what is required to work with animals competently in behavior analysis and support the development of guidelines as structured, explicit, and carefully maintained as those established for human-focused work.
Abstract Burnout, compassion fatigue, secondary traumatic stress, and attrition represent significant and growing challenges in applied behavior analysis. These challenges all collectively impact practitioner well-being, yet strategies to support such well-being initiatives have received limited systematic attention in the behavior-analytic literature. In this discussion, I posit that the concept of self-compassion represents an important gap in supporting practitioner well-being. Self-compassion, as defined by Neff, includes three interrelated components: (1) responding to personal suffering with kindness rather than self-judgment, (2) recognizing struggle as part of the shared human condition, and (3) maintaining balanced awareness of difficult emotions. Across health, education, and psychology fields, self-compassion has demonstrated strong empirical support as a protective factor against burnout, emotional exhaustion, anxiety, experiential avoidance, and compassion fatigue. Drawing on Neff’s model and translating its components into behavior-analytic terms grounded in radical behaviorism, relational frame theory, and acceptance and commitment training, in this article, I describe a conceptual foundation for self-compassion within applied behavior analysis, propose a four-component training framework, and offer directions for future research.
Notícias e artigos informativos
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