Online ACT Matrix Parent Training for Japanese-Speaking Mothers with Distress in the United States.

Cultural stigma, shame, self-concealment, and language and socio-economic barriers often keep Asian immigrant parents and children away from mental and behavioral services in the United States. Research shows that increased levels of parent distress suggest a negative impact on parenting practices and correlate child-maltreatment. Therefore, this study aimed to test one functionally contextual strategy to address such issues. The current study evaluated the effects of an online Acceptance and Commitment Training (ACT) Matrix for Japanese-speaking mothers living the United States. A nonconcurrent multiple baseline single-subject design across four mothers was used to assess the effect of ACT Matrix on value-driven behaviors, parental engagement (session attendance and daily assignment completion), parental distress, and psychological flexibility. The study consisted of a baseline, treatment (three ACT Matrix treatment sessions adapted from the six-step protocol), maintenance, and follow-up phases. A visual analysis reporting level, trend, variability, immediacy of change and overlap was used to identify a functional relation between the treatment and observable overt behaviors of value-driven behaviors and daily assignment completion. In addition, a non-overlap of all pairs was used to measure effect sizes for these behaviors. For psychological flexibility and parental distress, we used the reliable change index to assess whether clinically significant improvement occurred or not. The results revealed that the online ACT Matrix parent training program was effective in improving all four dependent variables. Mothers reported that the training was culturally sensitive, effective, and acceptable. The details of findings and the implications for future research as preventive science are discussed.

Effects of Acceptance and Commitment Training Plus Behavior Parent Training on Parental Implementation of Autism Treatment.

The objective of this study was to examine the effects of acceptance and commitment training (ACT) plus behavior parent training (BPT), when delivered via telehealth, on parental implementation of behavioral strategies, experiential avoidance (EA), and stress. The study also examined the subsequent effects on the parents' autistic children's behaviors. A multiple baseline design was implemented across four parent-child dyads who participated in the online training. The findings showed that ACT+BPT resulted in parental implementation reaching and maintaining high levels. The training also decreased EA and stress in three parents. Moreover, the parents' ratings of their children's challenging behaviors decreased. However, such a trend was not as clearly depicted by direct measures of the children's behaviors. A social validity interview revealed parents found ACT beneficial in assisting them to learn and use the BPT strategies. Implications and suggestions for future research are discussed.

Ending the School-to-Prison Pipeline: Perception and Experience with Zero-Tolerance Policies and Interventions to Address Racial Inequality.

This study expands the current research on anti-Black racism and student discipline in schools. It examines perception, experiences, and alternatives of zero-tolerance policies in education, in relation to the call for action by Black Lives Matter at Schools. Black, Indigenous, and People of Color (BIPOC) students are affected at a disproportionate rate when it comes to school discipline, leading to high, inequitable incarceration rates. However, behavior analysis already has powerful tools and interventions that can stop this "school-to-prison pipeline" effect. A survey of school professionals investigated awareness of adverse outcomes from zero-tolerance policies and the use of effective, behavioral alternatives to exclusionary disciplinary practices. Results confirmed zero-tolerance policies still exist in North American schools, but that school professionals, including behavior analysts, support Black Lives Matter at School's call to end such practices. It is important to note that participants report already having the necessary skills to combat zero-tolerance; however, many still feel uncomfortable or ill-prepared to implement interventions specifically intended to decrease anti-Black racism in schools.

Systematic Review of Acceptance and Commitment Therapy in Individuals with Neurodevelopmental Disorders, Caregivers, and Staff.

The purpose of this review was to quantitatively synthesize studies using acceptance and commitment therapy (ACT) with individuals with neurodevelopmental disorders (NNDs), their parents, and staff members that support them. Thirty studies published in peer-reviewed journals between 2006 and 2020 met inclusion criteria. They were reviewed and coded on variables associated with participants' characteristics, settings, dropouts, design type, ACT procedures and measures, social validity, treatment integrity, and main findings. The What Works Clearinghouse (WWC), the revised Cochrane risk-of-bias tool for randomized trials (RoB2) and the Risk of Bias in Nonrandomized Studies of Interventions (ROBINS-I) were applied to evaluate the quality of the studies. Results indicated that 20 studies used group designs and 10 studies used single-case designs. Participants with NNDs consisted predominantly of those with autism spectrum disorder, attention deficit hyperactivity disorder, and learning disabilities. Group studies reported process and outcome measures exclusively; whereas, single-case studies also incorporated behavioral/direct measures. Overall, results showed mixed improvements across studies using indirect and direct measures. Lastly, quality assessment for group studies presented moderate or serious risk of bias and two single-case studies did not meet WWC evidence of effectiveness. Directions for future research and practice are discussed.

Can Behavior Analysis Help Us Understand and Reduce Racism? A review of the Current Literature.

Despite ongoing efforts to eradicate racism, it persists globally, negatively affecting education, mental health, community relations, and economic development. Every behavior analyst can, and should, contribute to the reduction of racism in some way. Unfortunately, little behavior-analytic research exists to guide us. This article proposes ways that members of our scientific community can learn about racism from a behavioral perspective, extend experimental analyses of prejudice, and intervene to reduce racism in varied settings. It describes both traditional behavior-analytic and functional-contextualist accounts of racism and summarizes the small amount of related empirical and applied research. The review suggests that combining traditional behavior-analytic methods with acceptance and commitment training techniques may attenuate racism more effectively. The article ends with a call to collaborate around this globally important issue-and to do more to reduce racism.

Entrenamiento Conductual y Atención Plena sobre el Estrés Parental y Relación Padre-Hijo / Behavioral Training and Mindfulness on Parental Stress and Parent-Child Relationship / Treinamento Comportamental e de Mindfulness sobre o Estresse Parental e a Relação entre Pais e Filhos

RESUMEN El objetivo principal de este estudio fue evaluar la efectividad de un procedimiento tradicional a padres combinado con uno de atención plena en la reducción del estrés parental e incremento en interacción positiva padre-hijo. Se utilizó un diseño pre test - pos test de un solo grupo. Durante el pre test y pos test se aplicaron el PSI, FFMQ y PCRI-M para evaluar el estrés parental, atención plena y relación padre-hijo, respectivamente. La intervención duró ocho semanas en que se implementó un procedimiento de entrenamiento de padres y uno de atención plena. Los resultados muestran que el entrenamiento combinado fue efectivo en la reducción del estrés parental, el incremento del uso de la atención plena y la mejora en la relación padre-hijo.

ABSTRACT The main objective of this study was to evaluate the effectiveness of a traditional parent training procedure combined with one of mindfulness in reducing parental stress and increasing positive parent-child interaction. A pretest-posttest design with one group was used. During the pretest and posttest phases the PSI, FFMQ and PCRI-M were applied to assess parental stress, mindfulness and parent-child relationship, respectively. The intervention lasted eight weeks in which a parent training procedure with mindfulness training was implemented. The results show that the combined training was effective in reducing parental stress, increasing mindfulness and improving parent-child relationship.

RESUMO O principal objetivo deste estudo foi avaliar a efetividade de um tradicional procedimento de treinamento de pais combinado a um treinamento de mindfulness na redução do estresse parental e no aumento de interações positivas entre país e filhos. Utilizou-se um delineamento com pré-teste e pós-teste e com um grupo. Durante as fases de pré-teste e pós-teste, aplicaram-se o PSI, o FFMO e o PCRI-M para avaliar estresse parental, mindfulness e relação entre país e filhos, respectivamente. A intervenção durou oito semanas, em que se implementaram o treinamento de pais e o de mindfulness. Os resultados demonstraram que o treinamento combinado foi efetivo na redução do estresse parental, no aumento de mindfulness e na melhora da relação etre país e filhos.

Comparación de dos procedimientos de enseñanza universitaria: Un ejemplo de interteaching / Comparação de dois procedimentos de ensino universitário: Um exemplo de interteaching / Comparison of two procedures of college teaching: An example of interteaching

El objetivo de ésta investigación fue comparar dos procedimientos de enseñanza universitaria en el rendimiento académico. Un total de 11 estudiantes fueron evaluados en las dos condiciones experimentales, interteaching con discusión por pares (ICDPP), e interteaching sin discusión por pares (ISDPP). Se utilizó un diseño de tratamientos alternantes para comparar ambas condiciones. En cada condición los participantes completaban unas guías de estudio, en la condición de (ICDPP) los estudiantes discutían en parejas los temas de las guías y seleccionaban los de la siguiente clase. Posteriormente el docente revisaba los temas de la clase anterior y administraba un quiz al final. La condición de ISDPP fue idéntica a la anterior, con la excepción que no se presentaba la discusión por pares. Los resultados muestran que las notas más altas en los quices ocurrieron en la condición de ICDPP. Se discuten los resultados y se presentan alternativas de investigación.

The objective of this study was to compare two methods of college teaching in increasing quizzes scores. A total of 11 students were tested in the two experimental conditions, interteaching with peer discussion (IWPD) and interteaching without peer discussion (IWOPD). An alternating treatment design was used to compare both procedures. In each condition participants completed study guides before class, then in the IWPD students meet in groups to discuss and selectt eaching topics for class. This condition ended with a quiz. The other condition, IWOPD was similar to the above, except students did not meet in groups to discuss the study guides. The results show that quiz scores were higher in the ICWPD. Some educational implications are presented and futures research described.

O objetivo desta investigação foi comparar dois procedimentos de ensino universitário relativos ao rendimento acadêmico. 11 estudantes foram avaliados em duas condições experimentais: interteaching com discussão por pares (ICDPP) e interteaching sem discussão por pares (ISDPP). Foi utilizado um delineamento de tratamentos alternados para comparar ambas as condições. Em cada condição os participantes completavam guias de estudo; na condição de ICDPP os estudantes discutiam em pares os temas das guias e selecionavam os da aula seguinte. Posteriormente o docente revisava os temas da aula anterior e administrava um questionário ao final. A condição de ISDPP foi idêntica à anterior, com a exceção que não se apresentava a discussão por pares. Os resultados mostram que as notas mais altas nos questionários ocorreram na condição de ICDPP. Discutem-se os resultados e se apresentam alternativas de investigação.

Flexibilidad relacional y estrés parental / Relational Flexibility and Parental Stress

El objetivo de este estudio fue evaluar la relación entre niveles altos y moderados de estrés parental y relaciones derivadas, en una muestra de padres y estudiantes de pregrado. Para este estudio se utilizó un diseño de comparación entre grupos con una medida pretest. La muestra total se dividió en tres grupos, trece padres con niveles altos en el Índice de Estrés Parental (IEP) fueron asignados a un grupo, otros trece padres con puntajes moderados en el IEP se asignaron a un segundo grupo y trece estudiantes de pregrado fueron asignados a un grupo control. Inicialmente, todos los participantes fueron expuestos a un video de un niño presentando conductas disruptivas. Seguido de esto, todos los participantes fueron expuestos a un procedimiento de entrenamiento en discriminaciones condicionales A-B y A-C; el grupo de estímulos A correspondía a figuras sin sentido, el grupo B a conductas disruptivas de los niños y el grupo C de estímulos a conductas positivas de los padres. Luego se entrenaron relaciones mixtas (A-B y A-C), y finalmente se evaluaron relaciones de transitividad y equivalencia. Los resultados muestran que los participantes con estrés alto presentaron menor precisión de respuesta y mayores latencias de respuesta en las relaciones derivadas, comparado con el grupo de estrés moderado y control. Lo anterior indica que los padres que presentan altos niveles de estrés parental tienen mayor dificultad para establecer nuevas relaciones de estímulos, especialmente aquellos con valencia emocional. Estos resultados tienen implicaciones a nivel clínico, específicamente en la flexibilidad relacional.

The aim of this study was to evaluate the relationship between higher and moderate parental stress scores and derived relations in parents and undergraduate students. A group comparison design with a pretest measure was used in this study. The sample size was divided in three different groups, thirteen parents with high scores on the Parental Stress Index (PSI) were assigned to one group, other thirteen parents with moderate scores on the PSI were assigned to a second group, and thirteen undergraduate students were assigned to a control group. Initially all participants were exposed to a video of a child exhibiting disruptive behaviors. Following this all participants were exposed to a conditional discrimination training A-B and A-C, one stimulus set A corresponded to nonsense figures, a second stimulus set B corresponded to children's disruptive behaviors, and the set C to positive parenting behaviors. Then mixed relations (A-B and A-C) were trained followed by transitivity and equivalence tests. The results show that participants with high scores on the PSI exhibited low response accuracy and longer response latencies during derived relations compared to the control group and moderate stress. These results suggest that parents with high PSI scores, have greater difficulty in establishing new relations between stimuli, especially stimuli loaded with emotional value. These findings have implications at clinical level, specifically in relational flexibility.

Comparison of simple and complex auditory-visual conditional discrimination training.

We investigated the relative effects of simple and complex auditory-visual discrimination training using an adapted alternating treatments design to establish derived stimulus relations in 2 children who had been diagnosed with autism and 1 typically developing peer. Emergence of untrained conditional relations was observed after training in both conditions, with a possible advantage of simple-sample training for 1 participant. Results of generalization and follow-up probes were mixed.

Comparison of a stimulus equivalence protocol and traditional lecture for teaching single-subject designs.

This study compared the effects of a computer-based stimulus equivalence protocol to a traditional lecture format in teaching single-subject experimental design concepts to undergraduate students. Participants were assigned to either an equivalence or a lecture group, and performance on a paper-and-pencil test that targeted relations among the names of experimental designs, design definitions, design graphs, and clinical vignettes was compared. Generalization of responding to novel graphs and novel clinical vignettes, as well as the emergence of a topography-based tact response after selection-based training, were evaluated for the equivalence group. Performance on the paper-and-pencil test following teaching was comparable for participants in the equivalence and lecture groups. All participants in the equivalence group showed generalization to novel graphs, and 6 participants showed generalization to novel clinical vignettes. Three of the 4 participants demonstrated the emergence of a topography-based tact response following training on the stimulus equivalence protocol.

A point contingency for homework submission in the graduate school classroom.

We explored the effects of points versus no points on the submission of homework assignments and quiz performance in a graduate-level course. Students were more likely to submit homework assignments during points weeks, but quiz scores were relatively unaffected.

Creating single-subject design graphs in Microsoft Excel 2007.

Over 10 years have passed since the publication of Carr and Burkholder's (1998) technical article on how to construct single-subject graphs using Microsoft Excel. Over the course of the past decade, the Excel program has undergone a series of revisions that make the Carr and Burkholder paper somewhat difficult to follow with newer versions. The present article provides task analyses for constructing various types of commonly used single-subject design graphs in Microsoft Excel 2007. The task analyses were evaluated using a between-subjects design that compared the graphing skills of 22 behavior-analytic graduate students using Excel 2007 and either the Carr and Burkholder or newly developed task analyses. Results indicate that the new task analyses yielded more accurate and faster graph construction than the Carr and Burkholder instructions.

Consideraciones previas al estudio de los marcos relacionales / Preliminary considerations to the study of relational frames

El propósito de este artículo es señalar algunos aspectos cruciales del análisis del comportamiento en el abordaje de la conducta compleja humana. En primera instancia se revisan algunos supuestos referidos a cómo se concibe el conocimiento científico en análisis del comportamiento, posteriormente se desarrollan algunas ideas referidas a lo que se entiende por comportamiento y finalmente el tipo de conceptualización que es apropiada para describir su dinámica