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Curadoria científica com IA
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Pesquisa em Análise do Comportamento, organizada por evidências
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A colaboração interprofissional entre profissionais de Terapia Ocupacional (TO) e profissionais de Análise do Comportamento Aplicada (ABA) é fundamental para a prestação de um cuidado abrangente e centrado no cliente; no entanto, poucas pesquisas empíricas examinaram como essas profissões percebem suas relações colaborativas. Respondentes de cada profissão preencheram questionários separados, distribuídos por meio de redes profissionais online. O questionário de TO incluiu perguntas em escala Likert e perguntas abertas abordando interações colaborativas, barreiras percebidas e benefícios percebidos de trabalhar com Analistas do Comportamento Certificados (BCBAs). O questionário de BCBA espelhou esse formato para capturar perspectivas correspondentes sobre a colaboração com profissionais de TO. Um total de 197 profissionais licenciados qualificou-se e participou da pesquisa, incluindo 120 profissionais de TO e 77 BCBAs. Os dados quantitativos foram analisados descritivamente, e as respostas qualitativas foram revisadas e organizadas para identificar perspectivas compartilhadas e divergentes. Os resultados indicaram que ambas as profissões valorizam a colaboração e reconhecem seu benefício para os resultados do cliente. Os respondentes de TO relataram maiores desafios, enquanto os respondentes de BCBA expressaram mais otimismo em relação às parcerias interprofissionais. As respostas abertas revelaram temas de barreiras de comunicação, perspectivas éticas divergentes e preocupações com o escopo de prática. As implicações incluem a necessidade de educação interprofissional aprimorada, diálogo ético compartilhado e oportunidades estruturadas para a prestação de serviços coordenados.
A pesquisa sobre a recuperação do transtorno por uso de álcool (AUD) exige a mensuração do consumo de álcool e de outros comportamentos, bem como a caracterização dos ambientes naturais nos quais eles ocorrem. A recuperação bem-sucedida vai além da simples mudança das práticas de consumo e envolve alterações em outras áreas da saúde e da vida. A variabilidade nas trajetórias individuais de recuperação é pouco compreendida. Este artigo resume pesquisas translacionais fundamentadas na economia comportamental e no behaviorismo molar, com ênfase na recuperação natural, no consumo de baixo risco e em contextos ambientais naturais de suporte. Desafios na mensuração do comportamento e na caracterização de contextos naturais são descritos, incluindo relatos verbais sobre o consumo de álcool e padrões de alocação de recursos (gastos monetários). Resultados de estudos prospectivos revelaram mudanças na alocação de gastos discricionários dos indivíduos entre álcool e outras atividades/mercadorias antes e depois de interromper o consumo pesado, e essas mudanças foram associadas a desfechos de recuperação, incluindo moderação estável, uma meta de consumo preferida entre indivíduos que tentam parar o consumo pesado. Pesquisas mais recentes abordam trajetórias individuais de mudança em contextos ambientais mais amplos, que variam de redes sociais a comunidades e unidades geográficas maiores. Este trabalho destaca a utilidade do modelo ecológico social para investigar influências ambientais sobre o consumo de álcool e outras mudanças comportamentais relacionadas à saúde, e incorpora conceitos e métodos da saúde pública e de outras disciplinas referentes a domínios de variáveis relevantes e métodos quantitativos de análise.
O comportamento de grupo nem sempre pode ser compreendido apenas pelo exame das ações de membros individuais. Algumas abordagens têm se concentrado em como o comportamento de grupo emerge das interações e dos processos de aprendizagem dos indivíduos—isto é, nos mecanismos que produzem resultados coletivos a partir de contingências individuais. Neste artigo, adotamos uma perspectiva complementar: em vez de analisar como os grupos emergem dos indivíduos, examinamos como o comportamento dos próprios grupos, tratados como sistemas, pode ser moldado por contingências de reforço no nível do grupo. Em outras palavras, perguntamos como os grupos podem aprender por meio de consequências. Para abordar essa questão, resumimos e estendemos princípios centrais da Análise do Comportamento—particularmente o condicionamento operante—e os aplicamos diretamente ao comportamento de grupo. Embora ideias relacionadas tenham aparecido na literatura sobre metacontingências e contingências de grupo, nosso arcabouço difere ao demonstrar como as ferramentas analíticas tradicionalmente usadas para estudar o comportamento individual podem ser sistematicamente estendidas aos grupos, oferecendo uma base coerente e testável para a análise experimental do comportamento de grupo.
The importance of culturally responsive practices in behavior analysis has been widely discussed in the literature, emphasizing the need to develop a behavioral repertoire that will allow practitioners to serve diverse clients optimally. However, empirical work aimed at increasing awareness, knowledge, and skills of cultural responsiveness in behavior analysis trainees is limited. The purpose of this study was twofold: (1) evaluate whether an eight-hour online course on culturally responsive behavior analytic practices would impact awareness and knowledge and (2) evaluate whether completing the online course and receiving hands-on training would improve trainees’ skills in clinical situations. After completing the online course, participants demonstrated improved levels of knowledge of the material included in the course and most measured dimensions of cultural competence. The three participants for whom clinical skills were evaluated demonstrated increases in culturally responsive skills. The findings suggest online training can increase knowledge, and when combined with hands-on training via culturally responsive supervision, can support the development of clinical skills that align with cultural responsiveness.
While many practicing behavior analysts indicate that they would like to engage in research, there remain multiple barriers to service delivery organizations developing a functional research program. In addition to clinical research, ABA services have a unique opportunity to also bridge this gap with research in organizational behavior management (OBM). OBM applies behavior principles to organizations and their constituents. Research in this area has a long history of efficacy in human service organizations. However, there are many considerations to account for when running OBM research, many of which may differ from projects targeting clinical outcomes. Therefore, the purpose of this paper is to outline guidance for running OBM research in ABA service delivery organizations. Some benefits of an OBM research program are described, as well as important considerations pertaining to organizational needs, provision of adequate resources, research infrastructure and teams. Unique ethical considerations when conducting OBM research in ABA settings are discussed, such as client welfare, employee voluntariness, and intellectual property. Suggestions for appropriate experimental design and forums for dissemination are reviewed. With planning and diligence, OBM research can potentially be a beneficial way to promulgate research practices as well as improve organizational functions.
Coursework in radical behaviorism prepares behavior analysis students to be effective practitioners and scientists, and thus instructors of these courses have an important role in ensuring the future success of the field. The aim of this article is to support instructors who are developing courses in radical behaviorism by sharing some ideas for course design and teaching strategies. We first briefly review reasons for including radical behaviorism courses in behavior analysis graduate training programs and describe some of the skills that we hope students acquire in these classes. We then offer some ideas for course goals and objectives, readings, web-based resources, assignments, and activities, and discuss some curriculum considerations. We suggest possible pedagogical strategies for shaping verbal behavior on conceptual issues, promoting engagement with the material, encouraging discussions, and navigating challenging topics, such as determinism versus free will, with cultural sensitivity. We conclude by describing some of the reinforcers for instructors who teach these courses, and by describing potential benefits for graduate programs and the field for continuing to ensure that future generations of behavior analysts receive in-depth training in radical behaviorism.
Many individuals with intellectual and developmental disabilities have communication deficits (Smith et al., 2020), and research suggests that various communication modalities, including vocalizations, picture exchange, sign, and assistive technologies, can be taught (McLean et al., 1996). However, because communication modalities are often selected arbitrarily (Orozco et al., 2023), the acquisition and maintenance of communication may be affected (Kunnavatana et al., 2018). Furthermore, little research has focused on the acquisition of communication modalities in adults with intellectual and developmental disabilities. In Study 1, we replicated a prerequisite assessment (Valentino et al., 2019) with a large number of adults with intellectual and developmental disabilities who were referred for communication deficits. In Study 2, we replicated and extended Valentino et al. (2019) and Gutierrez et al. (2007) by conducting a preliminary evaluation of the validity of the prerequisite assessment with a subset of participants from Study 1. That is, we conducted a mand evaluation to evaluate the degree to which discriminated manding occurred across common modalities. Results of Study 1 showed that many participants displayed weak potential prerequisite skills for most, if not all, communication modalities. The results of Study 2 showed that participants’ potential prerequisite skills from Study 1 sometimes mapped onto modalities acquired during the mand evaluation, but additional manipulations were sometimes necessary for differentiated responding to be acquired with these modalities. For some participants, another modality was necessary (i.e., item exchange).
This scoping review examines how skill-based treatment (SBT) has been implemented to address challenging behavior in school settings. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-ScR) framework, seven peer-reviewed studies and one dissertation involving a total of 20 participants aged 4–18 were reviewed. All participants received SBT in school settings following a Practical Functional Assessment (PFA). Data were coded on participant characteristics, target behaviors, setting and implementers, intervention characteristics and reported outcomes. Across studies, most participants demonstrated suppression of dangerous target behaviors and reductions from baseline in non-dangerous behaviors. Although preliminary findings suggest SBT can be integrated into school contexts, its use in general education classrooms remains limited. This review highlights promising preliminary outcomes for SBT in school settings but underscores the need for further research examining scalability and implementation in typical school environments. Limitations and recommendations for future research are also discussed.
Behavior analysts use a variety of strategies to help clients acquire meaningful skills, including stimulus prompting. Stimulus prompting is a strategy that increases the likelihood of correct responding by adding supplementary stimuli to a target stimulus that must eventually be removed to enable independent responding. However, traditional stimulus prompt fading methods may not always efficiently transfer stimulus control of supplementary stimuli to the target stimulus. This study evaluated the effects of alternating stimulus prompts on the acquisition of independent consonant–vowel–consonant (CVC) word identification during prompt fading with a participant diagnosed with autism spectrum disorder (ASD). The alternating prompt condition facilitated the acquisition of independent responding in fewer sessions than the single prompt and control conditions. Implications for clinical practice and future research are discussed.
Applied behavior analysis increasingly emphasizes cultural responsiveness, cultural humility, and interdisciplinary collaboration, yet implementation remains inconsistent. This conceptual paper proposes that these represent advanced competencies requiring foundational interpersonal repertoires. Drawing on established behavioral principles and empirical evidence from training effectiveness, supervision, and performance management literature, this paper proposes that generalized responsiveness, humility, and collaboration skills serve as prerequisites for culture-specific and discipline-specific applications among behavior-analytic practitioners. This paper provides operational definitions, practical examples, and non-examples of these foundational repertoires across three general domains: responsiveness, humility, and collaboration. Each domain is then accompanied by a multi-level implementation framework that allows practitioners to identify and organize potential skills for further development. This prerequisite skills model offers a systematic pathway for developing the complex competencies necessary for effective, ethical service delivery in increasingly diverse contexts. While it is clear that further research is necessary within this specific topic, this framework may provide a worthwhile starting point for future research in the development of practitioner skillsets.
Music-based interventions have been shown to benefit autistic individuals by improving social behavior and communication, and reducing behavioral excesses (Hill et al., 2020). The purpose of this study was to evaluate whether training more discriminable notes (i.e., “C,” “E,” and “G”) would enhance the effects of equivalence-based instruction (EBI) on the acquisition of piano skills, novel piano performance (i.e., reading sheet music), novel note performance, pitch discrimination, and the maintenance of taught and untaught piano skills among autistic children. Additionally, we examined whether participants would generalize their responding to untrained notes appearing on the staff between the trained notes (i.e., “D” and “F”). The training involved simultaneous matching of auditory-visual musical stimuli in a one-to-many arrangement. When given an auditory stimulus, learners selected letters, musical notation, and piano keys. Following training, posttests were conducted to test the emergence of novel untrained relations and musical notes. Maintenance probes occurred within 1 week of the posttests. All participants demonstrated novel piano skills and scored high on maintenance probes. However, none of the participants reached mastery level on the “perfect pitch” probes, nor did they respond accurately to the untrained notes. The results suggest EBI’s efficacy in teaching and maintaining piano skills, though with notable limitations.
Receptive labeling, also referred to as auditory-visual conditional discrimination (AVCD), is commonplace in everyday interactions; yet, many individuals with autism spectrum disorder experience barriers to learning AVCD during instruction. When clients fail to make progress during AVCD instruction, behavior analysts may engage in a trial-and-error process for intervention modifications that may be inefficient or unsuccessful. This paper presents a problem-solving model to identify and address learning barriers during AVCD instruction. The model outlines eight steps encompassing data collection, instructional and procedural analysis, prerequisite skill evaluation, hypothesis development, barrier assessment with matched interventions, intervention selection, and progress monitoring. This approach provides behavior analysts with practical guidance for clinical decision-making, moving toward systematic, assessment-based intervention that can improve outcomes for clients receiving AVCD instruction.
LeBlanc et al. (2018; doi.org/10.1007/s40617-018-0206-3) provided recommendations for creating research review committees that might oversee participant protections for human service agencies. Since that time, multiple organizations have implemented some version of a research review committee and other options for protocol review have become more commonly available. The purpose of this paper is to describe implementation efforts by five organizations (e.g., timelines, which recommendations were followed and how, challenges and solutions). The lessons learned through these implementations are synthesized and resources created by the organizations are shared for those interested in conducting research in applied settings. In addition, the costs and benefits of developing an internal committee are compared to those for external review options.
Tic disorders, such as Tourette’s syndrome, are chronic, childhood-onset neurological conditions that involve sudden, repetitive, and involuntary motor movements or vocalizations. Individuals with tics often experience premonitory urges, or aversive sensations that precede tics and are believed to be functionally related to their expression. Previous research has suggested that reinforcing tic suppression can effectively reduce tics, although the optimal contingencies that lead to such an effect have not been well-studied. The purpose of the current study was to compare a commonly used contingency, differential reinforcement of other behavior (DRO), to establish tic suppression with a contingency that included an option for participant-initiated breaks (DRO-break). Using an alternating treatments design, including four children with tics, results showed that three of four participants demonstrated tic reduction in both DRO conditions compared to baseline. Furthermore, DRO did not result in higher urge ratings compared to the baseline and DRO-break conditions for any of the participants. Finally, preference for the conditions was idiosyncratic, with two participants preferring DRO and two participants preferring DRO-break. Thus, DRO contingencies with and without breaks were equally effective at reducing tics compared to baseline and did not affect urges differently.
We replicated and extended Kranak et al. (2023b) and analyzed all keynote and invited speakers at state-level behavior analysis conferences from 2021 to 2025. Our results show that women now constitute the majority of keynote and invited speakers, reflecting clear and measurable progress in representation. A small subset of highly visible individuals delivered a disproportionate number of presentations. Recent publications, years certified, and gender did not predict invitations. The greatest predictor of serving as a keynote or invited speaker was previously doing so. Our results suggest that representation has substantially improved among women, and that the greatest predictor of serving as a keynote or invited speaker is repeatedly doing so. Implications and considerations are discussed, particularly for supporting conference organizers within the framework of professional development and continuing education.
Applied behavior analysis is grounded in data-based decision-making and evidence-based practice (EBP). EBP is increasingly reliant on evidence syntheses (i.e., the combining of findings from multiple research studies to inform on a particular topic). Within this context, outcome heterogeneity is defined as variability in the outcome measures employed across research studies evaluating a particular intervention, including what is measured, how, and when. Outcome heterogeneity has been identified as a substantive barrier to evidence synthesis across health and social care, with direct consequences for clinical guideline development and policy. This article draws on examples from behavior-analytic and adjacent research to argue that outcome heterogeneity represents a methodological challenge for behavior analysis. A Core Outcome Set (COS) is a consensus-based, standardized set of outcomes that should be measured and reported as a minimum when evaluating a particular intervention. COS have been developed across a range of health behavior change interventions (e.g., for sedentary behavior, behavioral weight management, self-management of diabetes) as a structured response to the challenge of outcome heterogeneity. This article proposes increased engagement with the broader movement toward COS and argues that behavior analysis offers methodological resources not currently included in COS frameworks. Engagement with COS infrastructure should be approached with critical consideration, incorporating reflection on both its potential risks and benefits, as well as its alignment with the principles and practices of the field of behavior analysis. Risks of engagement, including the potential marginalization of idiographic measurement and inductive experiment techniques, are identified and mitigations proposed.
Despite the evidence base supporting the functional behavior assessment (FBA) and behavior intervention plan (BIP) process, resource constraints and lack of training continue to preclude their implementation in school-based settings. Developed to address these barriers, the prevent-teach-reinforce (PTR) model employes a manualized, team-based approach, facilitated by a professional with expertise in behavior, to streamline the individualized FBA-BIP process. However, more research is needed to examine the effectiveness of the PTR model in supporting middle school students with emotional and behavioral disorders (EBD). This study evaluated the impact of the PTR secondary model (PTR-SEC) on the classroom behaviors of three middle school students with EBD during academic activities. Results showed that the PTR-SEC effectively decreased problem behavior and increased replacement behavior for all three participants, and these improvements maintained post-intervention. Social validity assessments from students and teachers indicated that the PTR-SEC was acceptable and aligned with the students’ goals, suggesting that PTR-SEC may be a socially valid approach for supporting middle school students with EBD.
Effective supervisory skills, such as delivering corrective feedback, are essential for providing behavior-analytic services to vulnerable populations. This study evaluates the effectiveness of a training package designed to improve the quality of supervisory feedback through self-monitoring, a structured checklist, and researcher feedback. During the study, participants provided feedback to three staff behavioral profiles during role-play scenarios that may be encountered in clinical practice. Results indicated that feedback increased the participants’ self-monitoring accuracy scores and fidelity scores during role-play sessions. Three of five participants’ feedback delivery skills also generalized to a novel staff profile. Limitations and future implications of training supervisors to deliver quality feedback are reviewed.
Historically, research and practice in applied behavior analysis (ABA) are conducted separately from one another. This separation creates a disconnect between researchers and practitioners that is known as the research-to-practice gap. The purpose of this preliminary study was to evaluate whether a six-week group supervision curriculum for 10 ABA practitioners working in a university-based autism services setting increased their ability to (a) ethically design and conduct practice-based research and (b) disseminate their findings in peer-reviewed journals and professional presentations. A mixed-methods design was used, including pre- and post-self-reported assessments of research skills, content review of research products, tracking of dissemination outcomes, and social validity measures. Results indicated that participants showed noticeable gains from pre-assessment to post-assessment self-reported ratings and documented research activity in the three months following group supervision. Qualitative thematic analysis indicated increased clarity in participants’ descriptions of research capacity, applied impact, and mentorship, while time remained a notable barrier. Social validity ratings indicated that most participants were satisfied with the group supervision experience. Findings suggest that more advanced skills, including research literacy, experimental designs, data graphing and analysis, and manuscript writing, are likely to require additional instructional support beyond weekly group supervision. Given the preliminary nature of the study, the findings are discussed along with implications for practice and future research.
A neurologista Clarice Tardio lançou, em 2026, o livro TEAr – Múltiplas Formas de Existir. A obra reúne relatos autobiográficos de 26 pessoas diagnosticadas autismo na vida adulta. Com aproximadamente 550 páginas, a publicação apresenta experiências pessoais, trajetórias profissionais e situações do cotidiano de adultos autistas, com diferentes percursos dentro do espectro. A obra é […]
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The post She Isn’t Misbehaving – She May Be in Pain: Menstruation and Emotional Communication in Autistic Girls appeared first on Autism Spectrum News.
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O escritor e jornalista Clinton Davisson Fialho, de 55 anos, relacionou a personagem Jun Vellanda, criada por ele na infância, às próprias experiências depois de receber o diagnóstico de autismo. Atualmente estudante de Letras na Universidade Federal de Juiz de Fora (UFJF), ele apresenta o romance Hegemonia — Vellanda na Bienal do Livro de São […]
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Os clientes podem buscar psicoterapia comportamental apresentando diferentes queixas (e.g., “minha esposa não me entende”). Contudo, o psicoterapeuta não trabalha diretamente com as queixas apresentadas, mas com 1) os déficits e excessos comportamentais e as contingências de reforçamento referentes às queixas (e.g., o cliente não discrimina que os comportamentos de contracontrole da esposa foram […]
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The global Autism Parenting Summit is returning in October 2026. Imagine 60,000 plus attendees, 30+ world-class speakers, 4 informative days, and 1 global event – the Autism Parenting Summit is back! The Summit, hosted by Autism Parenting Magazine, is a free virtual event on October 9th, 10th, 11th, and 12th. Doctors, psychologists, behavioral and speech-language […]
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Margareth Bruno recebeu o diagnóstico de autismo em 2023, aos 40 anos, depois que os filhos, Isaac e Samuel, também foram diagnosticados com TEA e TDAH. As semelhanças percebidas pelo marido levaram à sugestão de uma avaliação neuropsicológica. Na infância, Margareth já apresentava características relacionadas ao autismo, mas recebeu outros diagnósticos após consultas com neurologistas […]