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Descriptive assessments are necessary to identify social norms and establish a foundation for experimental analysis. Much of the social skills intervention literature involves goals that have been selected through interviews and direct observation of behavior without a reference to desired outcomes. The purpose of the current study was to extend research on descriptive assessments of conversations by including additional measures and examining conversational behavior across contexts. We conducted a descriptive assessment of social skills exhibited by 16 neurotypical young adults. Participants had 10-min conversations in groups and 1-on-1 with friends and novel individuals. We then assessed variability within and across participants on a wide array of relevant measures. Throughout the conversations, participants shared the conversation time equally, spent most of the conversation time making on-topic comments, and gazed at their conversation partner more frequently while listening than while speaking. These descriptive data extend current research, inform future experimental analyses, and may guide clinical decisions.

Understanding factors that influence the efficacy of functional communication training has both practical and conceptual benefits. The current study extended research in this area by exploring data from 95 consecutive applications of functional communication training with extinction across two independent clinics. We selected candidate predictor variables based on conceptual analysis, conducted preliminary exploratory analyses, and then selectively applied quantitative methods that are used in precision medicine to examine their accuracy and predictive utility. Treatment outcomes were better when challenging behavior was maintained by a single function than they were when it was maintained by multiple functions; however, these differences were most apparent among cases with an escape function. We also analyzed within‐session responding to explore the potential influence of unprogrammed establishing operations on decrements in treatment efficacy. Our within‐session measure only distinguished responders from nonresponders when escape was one of the multiple functions. Additional research is needed to validate these findings with an independent sample and to address a number of clinical conceptual issues. [ABSTRACT FROM AUTHOR]

A literature search identified 17 articles reporting data on 34 subjects who engaged in precursors to severe problem behavior, which we examined to identify topographical and functional characteristics. Unintelligible vocalization was the most common precursor to aggression (27%) and property destruction (29%), whereas self- or nondirected movement was the most common precursor to SIB (32%). Unintelligible vocalization and object-directed movement were the most common precursors to behavior maintained by social-positive reinforcement (27% each), and unintelligible vocalization was the most common precursor to behavior maintained by social-negative reinforcement (29%). Only one precursor was reported for behavior maintained by automatic reinforcement. (Contains 1 table and 2 figures.)

Over the past decade, researchers have replicated and extended research on the preschool life skills (PLS) program developed by Hanley, Heal, Tiger, and Ingvarsson (2007). This review summarizes recent research with respect to maximizing skill acquisition, improving generality, evaluating feasibility and acceptability, and testing predictions of the initial PLS study. For each area, we suggest directions for future research.

Visual inspection of data is a common method for understanding, responding to, and communicating important behavior-environment relations in single-subject research. In a field that was once dominated by cumulative, moment-to-moment records of behavior, a number of graphic forms currently exist that aggregate data into larger units. In this paper, we describe the continuum of aggregation that ranges from distant to intimate displays of behavioral data. To aid in an understanding of the conditions under which a more intimate analysis is warranted (i.e., one that provides a richer analysis than that provided by condition or session aggregates), we review a sample of research articles for which within-session data depiction has enhanced the visual analysis of applied behavioral research. (Contains 2 figures.)

There are limited resources outlining age‐referenced rates of problem behavior displayed by neurotypical children. Such information is important for practitioners as a basis for social comparison when they are targeting behavior reduction goals for neurodivergent clients. We distributed a survey to parents of children aged 1–10 years without a developmental diagnosis in which parents reported frequency of five problem behaviors across a 24‐h period, as well as commonly targeted replacement behaviors. Problem behavior was reported across all age groups to varying degrees based on topography and age. Replacement behaviors, such as waiting and tolerating denials generally improved as children increased in age but still largely remained below 80% of opportunities. The present study may serve as a reference for researchers and clinicians to set goals that are developmentally appropriate. [ABSTRACT FROM AUTHOR]

In an attempt to address risk factors associated with extensive nonfamilial child care, we implemented the preschool life skills (PLS) program (Hanley, Heal, Tiger, & Ingvarsson, 2007) in two community-based Head Start classrooms. A multiple baseline design across classrooms, repeated across skills, showed that the program resulted in a 5-fold increase in PLS and an accompanying reduction in problem behavior, replicating the effects observed by Hanley et al. (2007).

Visual inspection of data is a common method for understanding, responding to, and communicating important behavior-environment relations in single-subject research. In a field that was once dominated by cumulative, moment-to-moment records of behavior, a number of graphic forms currently exist that aggregate data into larger units. In this paper, we describe the continuum of aggregation that ranges from distant to intimate displays of behavioral data. To aid in an understanding of the conditions under which a more intimate analysis is warranted (i.e., one that provides a richer analysis than that provided by condition or session aggregates), we review a sample of research articles for which within-session data depiction has enhanced the visual analysis of applied behavioral research. DESCRIPTORS: binned analyses, data analysis, visual inspection, within-session data

We reviewed studies that used environmental enrichment as treatment for problem behavior maintained by automatic reinforcement. A search of behavior analytic journals produced 71 publications with a total of 265 applications of environmental enrichment used alone or in conjunction with alternative behavior manipulations (e.g., prompting, reinforcement) and problem behavior manipulations (e.g., blocking, restraint). Environmental enrichment, as a sole intervention, was efficacious in 41% of the sample. Alternative behavior manipulations, problem behavior manipulations, and a combination of both improved the overall efficacy of environmental enrichment. We discuss factors that may influence the efficacy of environmental enrichment, current trends in research on this topic, and implications for both practitioners and researchers. [ABSTRACT FROM AUTHOR]

Few studies have isolated the preventive efficacy of common behavioral strategies like noncontingent reinforcement (NCR) and differential reinforcement of alternative behavior (DRA). The purpose of the current study was to develop and evaluate a laboratory model of these two problem behavior prevention strategies. Undergraduate students participated in a computer simulation, in which clicks to a designated area of the computer screen were analogous to the emergence of problem behavior. The responding of participants in a control group, who experienced a percentile schedule used to mimic the shaping of problem behavior, was compared to that of participants in two experimental groups, each with a history of either DRA or NCR. Between‐subjects group comparisons showed that both intervention strategies were equally effective in the prevention of our analog to problem behavior when compared to the control group. The strengths and limitations of a laboratory model for prevention are discussed in light of recent applied work in this area. [ABSTRACT FROM AUTHOR]