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Music is a unique form of verbal stimuli (Reynolds & Hayes,  The Psychological Record , 67 (3), 413-421, 2017) and the literature has indicated some success in using procedures involving the frame of coordination or stimulus equivalence to teach early piano skills to learners with and without autism spectrum disorder (ASD; Hill et al.,  Journal of Applied Behavior Analysis , 53 (1), 188-208, 2020). However, these studies only targeted narrow skills rather than a complete repertoire. Also, whether such teaching procedure is effective for young children with ASD at different ages, with different needs, and with common accompanied diagnosis, is unknown. The current study (a) explored the possibility of applying relational frame theory (RFT; Hayes, Barnes-Holmes, & Roche, 2001) in piano program development that aims to teach a complete early piano repertoire, and (b) confirmed the effectiveness of an adjusted teaching procedure using the frame of coordination on teaching early piano skills to six young children on the autism spectrum. A multiple probe across participants design was used. After direct training of two relations (AC & AE), post-instructional tests were conducted on eight relations. The results showed that with remedial training, five out of six participants demonstrated mutual entailment, combinatorial entailment, and transformation of stimulus function in these relations. All participants could read and play the song on keyboard without extra training. The study provided practical guidance on applying the procedure to these young learners. Implications of RFT in piano curriculum development were also discussed., Supplementary Information: The online version contains supplementary material available at 10.1007/s40616-022-00175-8., Competing Interests: Conflicts of Interest/Competing InterestsThe authors declare that they have no conflict of interest., (© Association for Behavior Analysis International 2022. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)

Chronic health conditions are increasing at an alarming rate worldwide, and many could be prevented if people were to engage in specific lifestyle behaviors. Intervening on lifestyle behaviors is challenging due to the fact that the consequences associated with unhealthy behaviors are temporally distant and probabilistic, and the aversive functions of covert stimuli may interfere with people's engagement in healthy, preventative behaviors. This article explores the role of relational framing in the promotion of healthy lifestyle behaviors and summarizes research supporting the use of acceptance and commitment training (ACT) as a framework for prevention and intervention. We explore how ACT alters the context in which rigid patterns of rule following occur. ACT loosens the literal functions of stimuli so that experiential-avoidance behaviors are weakened, and healthy, values-consistent behaviors are strengthened. We propose culture-wide interventions inspired by contextual behavior science so that healthier societies can be cultivated., Competing Interests: Conflict of interestNone of the authors of this manuscript have conflicts of interest to disclose., (© Association for Behavior Analysis International 2021.)

Online instruction has become increasingly a commonplace in higher education, broadly and within the field of behavior analysis. Given the increased availability of online instruction, it is important to establish how learning outcomes are influenced by various teaching methods, in order to effectively train the next generation of behavior analysts. This study used a between-group design to evaluate the use of asynchronous online class discussion. Results indicate greater group mean performance on quizzes for students who were required to participate in asynchronous discussion as a component of instruction.Demonstration of the effectiveness of a typical component of online instructionProcedures can be used to evaluate instructional methods in behavior analytic courseworkAsynchronous online discussion is a promising component of online courseworkActive learning pedagogy is more effective when compared with passive learning pedagogy., Competing Interests: The authors declare that they have no conflict of interest.All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.Informed consent was obtained from all individual participants included in the study.

The purpose of the present experiment was to replicate and extend the literature on using selection-based instruction to teach responses to interview questions by (a) evaluating the emergence of recombinative (i.e., combinations of taught) and novel (i.e., untaught) topography-based intraverbal responses, in addition to exact repetitions of taught responses, (b) providing a measure of social validity for the emergent response subtypes, and (c) including a touch-screen video interviewing component. Participants were two young adult males with a learning disability who attended a local vocational development center. Increases in accurate intraverbal responding and decreases in inaccurate responding across most interview questions were observed in both participants at posttest. Increases in the number of accurate recombinative responses were observed for both participants, and increases in accurate exact responses were observed for one participant. One accurate novel response was observed at posttest for each participant. Results suggest that selection-based instruction can generate appropriate topography-based responses that sound unscripted and the addition of a video component was viable., Competing Interests: All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.Informed consent was obtained from all individual participants included in the study.