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  Subjects -> PSYCHOLOGY (Total: 1055 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Academic Psychiatry and Psychology Journal : APPJ     Open Access   (Followers: 12)
Acción Psicológica     Open Access   (Followers: 4)
Acta Colombiana de Psicología     Open Access   (Followers: 7)
Acta Comportamentalia     Open Access   (Followers: 4)
Acta de Investigación Psicológica     Open Access   (Followers: 2)
Acta Psychologica     Hybrid Journal   (Followers: 26)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 2)
Ad verba Liberorum : Journal of Linguistics & Pedagogy & Psychology     Open Access   (Followers: 10)
Adaptive Human Behavior and Physiology     Hybrid Journal   (Followers: 1)
Addictive Behaviors Reports     Open Access   (Followers: 9)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 28)
ADHD Report The     Full-text available via subscription   (Followers: 12)
Adolescent Research Review     Hybrid Journal   (Followers: 2)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 51)
Advances in Mental Health     Hybrid Journal   (Followers: 91)
Advances in Methods and Practices in Psychological Science     Full-text available via subscription   (Followers: 11)
Advances in Neurodevelopmental Disorders     Hybrid Journal  
Advances in Physiotherapy     Hybrid Journal   (Followers: 69)
Advances in Psychology     Open Access   (Followers: 7)
Advances in Psychology     Full-text available via subscription   (Followers: 71)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 36)
Affective Science     Hybrid Journal   (Followers: 1)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 6)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 480)
Aggressive Behavior     Hybrid Journal   (Followers: 21)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 49)
Ágora - studies in psychoanalytic theory     Open Access   (Followers: 3)
Ajayu Órgano de Difusión Científica del Departamento de Psicología UCBSP     Open Access  
Aletheia     Open Access   (Followers: 2)
American Behavioral Scientist     Hybrid Journal   (Followers: 23)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 54)
American Journal of Community Psychology     Hybrid Journal   (Followers: 31)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 26)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 5)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 22)
American Journal of Psychology     Full-text available via subscription   (Followers: 40)
American Psychologist     Full-text available via subscription   (Followers: 270)
An-Nafs : Jurnal Fakultas Psikologi     Open Access  
Anales de Psicología / Annals of Psychology     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analitika : Jurnal Magister Psikologi Uma     Open Access  
Analogías del Comportamiento     Open Access   (Followers: 1)
Analysis     Full-text available via subscription   (Followers: 3)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 88)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 44)
Annual Review of Psychology     Full-text available via subscription   (Followers: 314)
Anuario de investigaciones (Facultad de Psicología. Universidad de Buenos Aires)     Open Access   (Followers: 1)
Anuario de Investigaciones de la Facultad de Psicología     Open Access  
Anuario de Psicología / The UB Journal of Psychology     Open Access   (Followers: 1)
Anuario de Psicología Jurídica     Open Access   (Followers: 1)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Anxiety, Stress & Coping: An International Journal     Hybrid Journal   (Followers: 26)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 18)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 80)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 44)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 27)
Applied Psycholinguistics     Hybrid Journal   (Followers: 25)
Applied Psychological Measurement     Hybrid Journal   (Followers: 23)
Applied Psychology     Hybrid Journal   (Followers: 233)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 57)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8)
Aprender     Open Access  
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 26)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 32)
Archives of Depression and Anxiety     Open Access   (Followers: 1)
Archives of Scientific Psychology     Open Access   (Followers: 6)
Archives of Suicide Research     Hybrid Journal   (Followers: 7)
Arquivos Brasileiros de Psicologia     Open Access   (Followers: 1)
Art Therapy Online     Open Access   (Followers: 4)
Asia Pacific Journal of Counselling and Psychotherapy     Hybrid Journal   (Followers: 10)
Asia-Pacific Psychiatry     Hybrid Journal   (Followers: 4)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 7)
Asian Journal of Behavioural Studies     Open Access   (Followers: 2)
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 12)
Assessment     Hybrid Journal   (Followers: 17)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 15)
Augmented Human Research     Hybrid Journal  
Australasian Journal of Organisational Psychology     Hybrid Journal   (Followers: 9)
Australian and Aotearoa New Zealand Psychodrama Association Journal     Full-text available via subscription   (Followers: 1)
Australian Journal of Psychology     Hybrid Journal   (Followers: 21)
Australian Journal of Rehabilitation Counseling     Full-text available via subscription   (Followers: 6)
Australian Psychologist     Hybrid Journal   (Followers: 12)
Autism Research     Hybrid Journal   (Followers: 51)
Autism Research and Treatment     Open Access   (Followers: 34)
Autism's Own     Open Access   (Followers: 6)
Autism-Open Access     Open Access   (Followers: 8)
Avaliação Psicológica     Open Access  
Avances en Psicologia Latinoamericana     Open Access   (Followers: 1)
Aviation Psychology and Applied Human Factors     Hybrid Journal   (Followers: 22)
Balint Journal     Hybrid Journal   (Followers: 2)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 43)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 14)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 6)
Behavior Analyst     Hybrid Journal   (Followers: 6)
Behavior and Social Issues     Full-text available via subscription  
Behavior Modification     Hybrid Journal   (Followers: 12)
Behavior Research Methods     Hybrid Journal   (Followers: 22)
Behavior Therapy     Hybrid Journal   (Followers: 52)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 16)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 64)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 28)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 13)
Behaviormetrika     Hybrid Journal  
Behaviour     Hybrid Journal   (Followers: 13)
Behaviour Change     Full-text available via subscription   (Followers: 13)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 19)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 187)
Behavioural Processes     Hybrid Journal   (Followers: 9)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 8)
BMC Psychology     Open Access   (Followers: 19)
Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice     Hybrid Journal   (Followers: 13)
Boletim Academia Paulista de Psicologia     Open Access  
Boletim de Psicologia     Open Access  
Brain Informatics     Open Access  
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 202)
British Journal of Developmental Psychology     Hybrid Journal   (Followers: 41)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 39)
British Journal of Health Psychology     Hybrid Journal   (Followers: 49)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 19)
British Journal of Psychology     Full-text available via subscription   (Followers: 68)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 70)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 40)
Buletin Psikologi     Open Access  
Burnout Research     Open Access   (Followers: 9)
Cadernos de psicanálise (Rio de Janeiro)     Open Access   (Followers: 1)
Cadernos de Psicologia Social do Trabalho     Open Access   (Followers: 1)
Cahiers d’Études sur la Représentation     Open Access  
Canadian Art Therapy Association     Hybrid Journal  
Canadian Journal of Behavioural Science     Full-text available via subscription   (Followers: 6)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 19)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 14)
Case Studies in Sport and Exercise Psychology     Hybrid Journal   (Followers: 5)
Castalia : Revista de Psicología de la Academia     Open Access  
CASUS : Revista de Investigación y Casos en Salud     Open Access   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
CES Psicología     Open Access   (Followers: 1)
Child Development Perspectives     Hybrid Journal   (Followers: 33)
Child Development Research     Open Access   (Followers: 19)
Ciencia Cognitiva     Open Access   (Followers: 2)
Ciencia e Interculturalidad     Open Access   (Followers: 3)
Ciências & Cognição     Open Access  
Ciencias Psicológicas     Open Access  
Clínica y Salud     Open Access  
Clinical Medicine Insights : Psychiatry     Open Access   (Followers: 10)
Clinical Practice & Epidemiology in Mental Health     Open Access   (Followers: 1)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 12)
Clinical Psychological Science     Hybrid Journal   (Followers: 12)
Clinical Psychologist     Hybrid Journal   (Followers: 19)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 85)
Clinical Psychology and Special Education     Open Access   (Followers: 4)
Clinical Psychology Review     Hybrid Journal   (Followers: 49)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 24)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 12)
Clocks & Sleep     Open Access   (Followers: 2)
Coaching : Theorie & Praxis     Open Access   (Followers: 3)
Coaching Psykologi - The Danish Journal of Coaching Psychology     Open Access   (Followers: 2)
Cogent Psychology     Open Access  
Cógito     Open Access  
Cognition & Emotion     Hybrid Journal   (Followers: 45)
Cognitive Behaviour Therapist     Hybrid Journal   (Followers: 14)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 19)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 38)
Cognitive Psychology     Hybrid Journal   (Followers: 80)
Cognitive Research : Principles and Implications     Open Access   (Followers: 4)
Community Psychology in Global Perspective     Open Access  
Comprehensive Results in Social Psychology     Hybrid Journal  
Consciousness and Cognition     Hybrid Journal   (Followers: 36)
Construção Psicopedagógica     Open Access  
Consulting Psychology Journal : Practice and Research     Full-text available via subscription   (Followers: 4)
Consumer Psychology Review     Hybrid Journal  
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 7)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 29)
Contemporary Psychoanalysis     Hybrid Journal  
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling et spiritualité / Counselling and Spirituality     Full-text available via subscription   (Followers: 2)
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 13)
Counseling Psychologist     Hybrid Journal   (Followers: 17)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 15)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 27)
Counselling and Values     Hybrid Journal   (Followers: 6)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 14)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 8)
Creativity Research Journal     Hybrid Journal   (Followers: 26)
Creativity. Theories ? Research ? Applications     Open Access   (Followers: 6)
Crime Psychology Review     Hybrid Journal   (Followers: 1)
Criminal Justice Ethics     Hybrid Journal   (Followers: 12)
Cuadernos de Marte     Open Access  
Cuadernos de Neuropsicología     Open Access   (Followers: 1)
Cuadernos de Psicologia del Deporte     Open Access  
Cuadernos de Psicopedagogía     Open Access  
Cultural Diversity and Ethnic Minority Psychology     Full-text available via subscription   (Followers: 19)
Cultural-Historical Psychology     Open Access   (Followers: 2)
Culturas Psi     Open Access  

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Similar Journals
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Behavior Analysis in Practice
Number of Followers: 14  
  Full-text available via subscription Subscription journal
ISSN (Print) 1998-1929 - ISSN (Online) 2196-8934
Published by Springer-Verlag Homepage  [2624 journals]
  • Stigma, Discrimination, Treatment Effectiveness, and Policy Support:
    • Abstract: Individuals with substance use disorders (SUDs) often face discrimination. A recent study found that people in the general population hold significantly more negative views toward persons with drug addiction than those with other mental illnesses (Barry et al. in Psychiatric Services, 65(10), 1269–1272, 2014). It is possible that these negative attitudes stem from the historical view of addiction as a moral shortcoming or lack of willpower. Behavior analysts’ approach to behavior is guided by the underlying philosophy of behaviorism, which proposes that behavior is determined by genetic and environmental factors, as opposed to the free will of an individual. Because behavior analysts view behavior as determined and do not assign responsibility to an individual for his or her behavior, one would hypothesize that behavior analysts would not view individuals with SUDs more negatively than those with other mental disorders. This study surveyed 288 behavior analysts regarding their views on SUDs and mental disorders. Results showed that behavior analysts have significantly more negative attitudes toward people with SUDs than toward people with other mental disorders. Respondents reported a greater desire for social distance and greater acceptability of discrimination for people with SUDs than for people with mental disorders. They also reported less potential for recovery and lower support for policies to improve equity in insurance coverage and were less supportive of using government funding to improve treatment, housing, and job support for people with SUDs.
      PubDate: 2019-03-22
  • The Promise of Accountable Care Organizations: “The Code,”
           Reimbursement, and an Ethical No-Win Situation for Behavior Analysts
    • Abstract: Clinical ethics, with its emphasis on the actions of clinicians, risks overlooking the ways in which broader health-care structures influence the behavior of health-care providers. Analysis of a factual case study demonstrates that status quo reimbursement practices may place behavior analysts in a position where, no matter how they act, they risk acting unethically. By contrast, the reimbursement model set by accountable care organizations (ACOs), part of the Patient Protection and Affordable Care Act (also known as Obamacare), may offer a solution. However, making good on the promise of ACOs will require more resources than any individual behavior analyst possesses. In order to encourage institutional structures that facilitate ethical practice, behavior analysts’ professional organizations should engage in contemporary political discussions about the state of American health care.
      PubDate: 2019-03-01
  • Using Shaping to Teach Eye Contact to Children with Autism Spectrum
    • Abstract: The current study used a shaping procedure to teach three preschool-aged children diagnosed with autism spectrum disorder to make eye contact with the instructor for a duration of 3 s. Then, eye contact was taught during breaks in instruction. Following the initial intervention, the frequency of reinforcement was decreased while training for generalization across instructors and locations. All three children acquired quick and sustained eye contact, which maintained after 1 month without the need for prompting. This study provides an alternative method for teaching young children diagnosed with autism spectrum disorder to make eye contact without the need for prompting; outlines an approach for teaching eye contact when baseline levels of eye contact are severely low and/or the child is actively avoiding eye contact; describes a successful method for thinning the schedule of reinforcement and introducing instructional demands; and recommends a practical technique for gaining attention before delivering an instructional demand.
      PubDate: 2019-03-01
  • Teaching “Then-Later” and “Here-There” Relations to Children with
           Autism: an Evaluation of Single Reversals and Transformation of Stimulus
    • Abstract: The present study demonstrates the utility of relational training for teaching Then-Later and Here-There deictic relations for two children with autism. Mutually entailed single-reversal relations, transfers of stimulus function, and transformations of stimulus function were also evaluated for each participant. The methods were adapted from the PEAK-T curriculum. Results for both participants support the utility of relational training for teaching children with autism basic perspective-taking skills. Both participants were able to generalize the perspective-taking skills to novel sets of stimuli, and demonstrate mutually entailed responding during single-reversal tasks. Both participants were also able to demonstrate transformations of stimulus function for both Then-Later and Here-There deictic relations.
      PubDate: 2019-03-01
  • Classroom Management in Self-Contained Classrooms for Children with
           Autism: Extending Research on the Color Wheel System
    • Abstract: The color wheel is an evidence-based classroom management system that has been used to decrease inappropriate behaviors and increase on-task behaviors in general education elementary classrooms but not in classrooms for students with autism spectrum disorder (ASD). A multiple-baseline design was used to evaluate the effects of the color wheel system (CWS) on disruptive behaviors (being out of seat for one classroom, inappropriate vocalizations for two classrooms) in three self-contained elementary classrooms for students with ASD. Partial-interval time sampling was used to record class-wide disruptive behaviors. Visual analysis of a time-series graph suggests that the CWS decreased disruptive behaviors across all three classrooms. Discussion focuses on limitations of the study and directions for researchers interested in modifying, applying, and evaluating the effects of the CWS in settings for children with ASD.
      PubDate: 2019-03-01
  • Functional Analysis and Treatment of Pica on a Preschool Playground
    • Abstract: Appropriate use of function-based assessments and interventions is crucial for improving educational outcomes and ensuring the well-being of children who engage in dangerous problem behaviors such as pica. A function-based assessment was conducted for a child engaging in pica in an inclusive childcare setting. Results suggest pica was maintained by access to adult attention. Function-based interventions were developed, assessed, and shared with the child’s teaching team. Follow-up data suggest that his teachers continued to use the intervention and that levels of pica remained low.
      PubDate: 2019-03-01
  • Treatment of Food Selectivity in a Child with Avoidant/Restrictive Food
           Intake Disorder Through Parent Teleconsultation
    • Abstract: Avoidant/restrictive food intake disorder (ARFID) is a diagnosis for those who display impaired and distressing eating behaviors and symptoms. Behavioral feeding strategies have been shown to be effective at improving food variety and decrease problematic mealtime behaviors in children and adolescents. This study examined the use of teleconsultation for the implementation of a behavioral feeding intervention to increase food variety with a child with avoidant/restrictive food intake disorder. A series of changing criterion designs across foods and food groups was used. Results show that there was an increase in the frequency of bites of nonpreferred foods consumed following successive increases in the criteria. High levels of acceptability of the intervention and technology process were also noted. Additionally, high levels of interobserver agreement, high levels of consultant procedural integrity, and high levels of parent treatment integrity were observed.
      PubDate: 2019-03-01
  • The Effects of Monetary Incentives on Planned and Unplanned Absences in
           Adolescent Part-Time Employees: a Cost-Effectiveness Analysis
    • Abstract: Few attendance interventions have (a) addressed the issue of absenteeism as it applies to part-time adolescent employees, (b) distinguished between planned and unplanned absences, and (c) presented a cost-effectiveness analysis of the intervention. This study employed an A-B-A reversal design, including a small monetary bonus for attendance by part-time adolescent employees. Results indicate a 60% reduction in average group absences during the monetary contingency phase as compared to both baseline phases. The organization spent a total of $264 on monetary incentives during the intervention phase and reduced time spent on hiring and training substitute personnel by approximately 60%. Supervisors reported that a better staff–child ratio helped decrease chaos in the classroom and promoted an overall improvement in the quality of the youth groups.
      PubDate: 2019-03-01
  • Modeling Training of Child’s Echoic Conversational Response for Students
           with Autism Spectrum Disorder: To Be a Good Listener
    • Abstract: Students with autism spectrum disorder (ASD) often have difficulties in responding to conversation with verbal language. These students often repeat what they hear, and their echoic behavior has a potentially communicative function. We define the echoic behavior when an individual repeats a peer’s topic word with appropriate prosody within 3 s as the child’s echoic conversational response. In this study, we examined the acquisition of the child’s echoic conversational response skills and whether these skills could provide and generalize natural conversation for 4 students with ASD. During the training, students were instructed to imitate the topic word that the experimenter had used in the latest conversation. Students learned the child’s echoic conversational response skills and improved their conversation skills. They even showed a slight generalization for nontraining materials through trainings and improvements in responding with new verbal responses. These findings suggested that expanding speakers’ repertoires for students with ASD might facilitate improvement of natural conversation skills.
      PubDate: 2019-03-01
  • Task Interspersal Implementation Practices with Individuals with Autism
           Spectrum Disorder
    • Abstract: Task interspersal is a teaching method frequently used with individuals with autism spectrum disorder (ASD). Although many different procedural variations of task interspersal have been reported in the literature, it is unclear how providers serving individuals with ASD implement task interspersal. The present study surveyed direct care providers to examine which variations of task interspersal they use most frequently, as well as how they choose a particular variation. Results revealed that many different procedural variations are used across providers. Provider discipline background appeared to be associated with differences in selection of specific procedural variations. Findings inform areas for further research as well as consideration of topics for discussion during training and/or supervision with employees and trainees. (1) Providers report frequently interspersing tasks of similar difficulty, despite research supporting the practice of interspersing tasks of varying difficulty. Service providers might consider primarily implementing maintenance among acquisition tasks when using task interspersal. (2) Due to potential problems associated with using the same reinforcement schedules/reinforcers for both tasks (e.g., satiation), providers and supervising BCBAs are encouraged to consider whether using different reinforcement schedules/reinforcers will enhance acquisition outcomes. (3) When selecting a procedural variation, providers reported relying on clinical judgment or guidelines from their organizations more frequently than directly contacting the current literature. It is important that organizations and supervisors provide clear guidelines and recommendations based on the most recent scientific literature and update these as new research is published. (4) Individualization of procedures based on specific client characteristics was found to be inconsistent. Supervisors are encouraged to discuss individualization practices for cases in which consistency of treatment across providers is preferred or necessary for maintenance of skills.
      PubDate: 2019-03-01
  • Increasing Conversation Using Restricted Access and Chain Schedules of
    • Abstract: The current study examined the effects of chain schedules of reinforcement and restricting access to reinforcement on increasing the number of words used in conversation for an adolescent with autism spectrum disorder. After access to a video game was restricted, the participant had to meet various chain-schedule requirements of responding to regain access. The results demonstrated that the combined procedures were successful in building multiword conversation between the young man, his mother, and/or a therapist. These results expand on existing literature regarding increasing verbal behavior using reinforcement techniques and the literature regarding increasing the use of trained social skills.
      PubDate: 2019-03-01
  • Integrating Phase Change Lines and Labels into Graphs in Microsoft
    • Abstract: Creating phase change lines and their corresponding labels in Microsoft Excel® remains a difficulty for many behavior analysts who want these display features to be integrated into the graph itself. Previous methods designed to address this issue have had limited utility across the types of data sets commonly analyzed by behavior analysts. The purpose of this article is to provide a fully functional method for integrating phase change lines and labels into Microsoft Excel® line graphs. This method is a combination of previous recommendations and allows for easy integration of new data and exportation of graphical displays to other software programs (e.g., Microsoft Word® and PowerPoint®).
      PubDate: 2019-03-01
  • Effects of Differential Consequences on Choice Making in Students at Risk
           for Academic Failure
    • Abstract: Problem behavior can be reduced through choice making and use of preferred instructional activities. However, the opportunity to choose does not imply students are more engaged with instructional activities. The purpose of this study was to evaluate the effects of differential consequences on the on-task behavior of students within the context of teacher versus student selection of instructional activities. Students were exposed to two contingencies (i.e., escape + differential attention vs. escape + physical proximity) across two stimulus events (i.e., teacher vs. student choice of preferred instructional activities) using an alternating-treatments design within an A-B-A-B design. Choice of instructional activities increased on-task behavior during student-choice conditions compared to the teacher-choice conditions, but only when differential attention was provided. Differential attention was also more effective than physical proximity at increasing on-task behavior. Implications for practice and future research are discussed.
      PubDate: 2019-03-01
  • Using the Teacher IRAP (T-IRAP) interactive computerized programme to
           teach complex flexible relational responding with children with diagnosed
           autism spectrum disorder
    • Abstract: The research used an alternating-treatments design to compare relational responding for five children with diagnosed autism spectrum disorder (ASD) in two teaching conditions. Both conditions used applied behavior analysis; one was usual tabletop teaching (TT), and one was an interactive computerized teaching program, the Teacher–Implicit Relational Assessment Programme (T-IRAP; Kilroe, Murphy, Barnes-Holmes, & Barnes-Holmes, Behavioral Development Bulletin, 19(2), 60–80, 2014). Relational skills targeted were coordination (same/different), with nonarbitrary and arbitrary stimuli. Participants’ relational learning outcomes were compared in terms of speed of responding and accuracy (percentage correct) in T-IRAP and TT conditions. Results showed significantly increased speed for all five participants during T-IRAP teaching across all procedures; however, accuracy was only marginally increased during T-IRAP. Pre- and posttraining comparison of participant scores on the Peabody Picture Vocabulary Test, Fourth Edition (Dunn & Dunn, 2007), and the Kaufman Brief Intelligence Test (Kaufman & Kaufman, 1990) was conducted. An improvement in raw scores on both measures was evident for one participant who learned complex arbitrary relations; no changes were shown for participants who learned only basic nonarbitrary relations.
      PubDate: 2019-03-01
  • Creating Functional Analysis Graphs Using Microsoft Excel® 2016 for
    • Abstract: Practitioners in the field of applied behavior analysis rely on graphing software to display the data they collect during assessments. However, the graphing process can be cumbersome and procedures change as new versions of software programs are released. The current tutorial provides step-by-step instructions for graphing functional analysis data using Microsoft Excel 2016 for PCs. Instructions for creating functional analysis data depicted in reversal, latency, mulitielment, and trial-based functional analysis are provided.
      PubDate: 2019-03-01
  • An Evaluation of a Mobile Application Designed to Teach Receptive Language
           Skills to Children with Autism Spectrum Disorder
    • Abstract: The current study evaluated the effectiveness of a mobile application, Camp Discovery, designed to teach receptive language skills to children with autism spectrum disorder based on the principles of applied behavior analysis. Participants (N = 28) were randomly assigned to an immediate-treatment or a delayed-treatment control group. The treatment group made significant gains, p < .001, M = 58.1, SE = 7.54, following 4 weeks of interaction with the application as compared to the control group, M = 8.4, SE = 2.13. Secondary analyses revealed significant gains in the control group after using the application and maintenance of acquired skills in the treatment group after application usage was discontinued. Findings suggest that the application effectively teaches the targeted skills.
      PubDate: 2019-03-01
  • Individualizing Intervention to Teach Joint Attention, Requesting, and
           Social Referencing to Children with Autism
    • Abstract: Social communication skills such as joint attention (JA), requesting, and social referencing (SR) are deficits in children with autism spectrum disorder (ASD). Shifting gaze is a common response across these skills. In many studies, children respond variably to intervention, resulting in modifications to planned intervention procedures. In this study, we attempted to replicate the procedures of Krstovska-Guerrero and Jones (Journal of Developmental and Physical Disabilities 28; 289–316, 2016) and Muzammal and Jones (Journal of Developmental and Physical Disabilities 29; 203–221, 2017) to teach JA, requesting, and SR. In general, intervention procedures consisting of prompting and reinforcement were effective in teaching requesting, SR, and JA skills to children with ASD. However, not all children acquired each skill, and all children required individualized procedures to acquire some skills. We report the process of deciding how to modify intervention and discuss considerations for practitioners when planning intervention that may improve children’s performance.
      PubDate: 2019-03-01
  • Use of a Level System with Flexible Shaping to Improve Synchronous
    • Authors: Joseph H. Cihon; Julia L. Ferguson; Justin B. Leaf; Ronald Leaf; John McEachin; Mitchell Taubman
      Abstract: Level systems have been described as a framework which can be used to shape behavior through the systematic application of behavioral principles. Within level systems, an individual moves up and down through various levels contingent upon specific behaviors. Although level systems are commonly used within schools and other settings, they have a limited empirical literature base, and there is debate over the efficacy and overall acceptance of level systems. More especially, there is scant empirical literature on the use level systems to improve socially significant behaviors (e.g., synchronous engagement) with individuals diagnosed with autism spectrum disorder (ASD). The purpose of this study was to evaluate the effectiveness of a level system with a structured, yet flexible approach to movement on improving synchronous engagement with two dyads of children diagnosed with ASD. The results of an ABAB reversal design indicated that the level system was effective at improving synchronous engagement for both dyads. The results are discussed in relation to potential future research difficulties and clinical implications.
      PubDate: 2018-04-20
      DOI: 10.1007/s40617-018-0254-8
  • A Comparison of Two Procedures for Assessing Preference in a Classroom
    • Authors: Keith C. Radley; Evan H. Dart; Allison A. Battaglia; W. Blake Ford
      Abstract: The purpose of this study was to compare a method of assessing preference within a large group format to individual preference assessments. Individual preference assessments were conducted by presenting an array of four edible stimuli to a participant and allowing the participant to select a preferred stimulus, with stimuli removed from the array based on selection criteria. Group preference assessments were conducted in a classroom of 19 students, with all students responding simultaneously to a prompt to identify a preferred stimulus using Plickers—unique Quick Response code cards that are read by an accompanying smartphone app. During the group procedure, stimuli in the array were restricted on the individual participant level. Results indicated that the group procedure was a valid and rapid method of assessing preference within a group of individuals. Although additional research is required, practitioners and researchers may consider use of Plickers as a promising means of evaluating preference within a group setting.
      PubDate: 2018-04-18
      DOI: 10.1007/s40617-018-0244-x
  • Increasing Joint Attention in Children with Autism and Their Peers
    • Authors: Jennifer Kourassanis-Velasquez; Emily A. Jones
      Abstract: Joint attention (JA) and peer interactions are significantly impaired in children with autism spectrum disorder (ASD). Empirically demonstrated interventions exist to address JA with adults, but few with peers. Training peers through instructions, modeling (both live and video models), role play, and feedback may help facilitate JA in children with ASD. We examined the effects of peer training with live and video models on typically developing (TD) peer strategies to facilitate JA and JA behavior in children with ASD. TD peers showed some improvement in prompting and reinforcing JA. Children with ASD showed overall increases in JA with trained and novel peers that were also observed by parents, professionals, and peers. Findings are discussed with respect to variables to consider when teaching JA to children with ASD and their peers as well as the need to further examine the relationship between peer training and JA in children with autism.
      PubDate: 2018-03-08
      DOI: 10.1007/s40617-018-0228-x
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