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Esch BE, Lindblad TL, Clark B, Ali Z. Intraverbal Assessment for Persons with Aphasia or Other Acquired Brain Injury. Anal Verbal Behav 2023; 39:30-59. [PMID: 37397130 PMCID: PMC10313596 DOI: 10.1007/s40616-022-00180-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/23/2022] [Indexed: 01/27/2023] Open
Abstract
An intraverbal assessment was administered to older adults with aphasia, using a hierarchy of questions that required increasingly complex verbal discriminative stimulus control. Five categories of errors were defined and analyzed for putative stimulus control, with the aim to identify requisite assessment components leading to more efficient and effective treatments. Evocative control over intraverbal error responses was evident throughout the database, as shown by commonalities within four distinct categories of errors; a fifth category, representing a narrow majority of errors, was less clear in terms of functional control over responses. Generally, questions requiring increasingly complex intraverbal stimulus control resulted in weaker verbal performance for those with aphasia. A new 9-point intraverbal assessment model is proposed, based on Skinner's functional analysis of verbal behavior. The study underscores that loss or disruption of a formerly sophisticated language repertoire presents differently than the fledgling language skills and errors of new learners, such as typically developing children and those with autism or developmental disabilities. Thus, we would do well to consider that rehabilitation may require a different approach to intervention than habilitation. We offer several thematic topics for future research in this area.
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Affiliation(s)
- Barbara E. Esch
- Esch Behavioral Consultants LLC, PO Box 20002, Kalamazoo, MI 49019 USA
| | | | - Brittany Clark
- Evergreen Communication Therapy Ltd., Waterloo, Ontario Canada
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2
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Schleifer-Katz E, Ortu D. Crafting Sequences of Sight and Sound: A Behavior Analysis of Filmmaking. Anal Verbal Behav 2023; 39:99-117. [PMID: 37397131 PMCID: PMC10313603 DOI: 10.1007/s40616-022-00178-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/27/2022] [Indexed: 12/15/2022] Open
Abstract
The discipline of film studies often engages in analyses of the functions of filmmakers' decisions in terms of their effects on viewers. Behavior analysis uses a similar, functional-analytic approach toward understanding the relationship between individuals' behavior and the environmental effects that maintain their behavior. Given converging similarities between the two disciplines, a functional analysis of filmmaking is provided, using Skinner (1957)'s Verbal Behavior as a guiding framework. Similar to behavioral conceptualizations of language and speaker-listener verbal episodes, the analysis prioritizes functional explanation of the controlling variables and conditions that underlie the meaning of filmmakers' behavior and behavioral products, rather than solely focusing on their topographical description. Viewers' responses to the audiovisual stimuli of the film are emphasized as key controlling variables, through rules specifying contingency relations as well as through contingency shaping, including when the filmmaker acts as a self-viewer who directly shapes their own behavior. Their responding as a self-viewer during the production and editing of a film is explored as a problem-solving process, similar to other artists who serve as their own audience when creating and editing their behavioral products.
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Affiliation(s)
- Evan Schleifer-Katz
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
| | - Daniele Ortu
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
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3
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Petursdottir AI, Ingvarsson ET. Revisiting Topography-Based and Selection-Based Verbal Behavior. Anal Verbal Behav 2023. [DOI: 10.1007/s40616-023-00182-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/31/2023] Open
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4
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Frampton SE, Axe JB. A Tutorial for Implementing Matrix Training in Practice. Behav Anal Pract 2023; 16:334-345. [PMID: 37006428 PMCID: PMC10050652 DOI: 10.1007/s40617-022-00733-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/15/2022] [Indexed: 11/26/2022] Open
Abstract
Matrix training consists of arranging targets for instruction to promote fine-grained stimulus control resulting in the establishment of skills without direct training. Recent reviews of the matrix training literature (Curiel et al., 2020a, b.; Kemmerer et al., 2021) highlighted the efficacy and efficiency of the approach with learners with and without disabilities. These reviews noted substantial variations in procedures across studies, suggesting the approach may be flexibly deployed across content areas and teaching procedures. This outcome is positive for practitioners as they may customize matrix training to meet the unique needs of their clients. However, it also necessitates decision making to sort through the variations in the literature. This tutorial was developed to help practitioners weigh various considerations when using matrix training. Tools and resources are provided to illustrate and accelerate adoption into practice settings. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-022-00733-5.
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Affiliation(s)
- Sarah E. Frampton
- May Institute, Inc., Randolph, MA USA
- Simmons University, Boston, MA USA
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5
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Mery JN, Vladescu JC, Day-Watkins J, Sidener TM, Reeve KF, Schnell LK. Training medical students to teach safe infant sleep environments using pyramidal behavioral skills training. J Appl Behav Anal 2022; 55:1239-1257. [PMID: 35854197 DOI: 10.1002/jaba.942] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Accepted: 05/31/2022] [Indexed: 11/09/2022]
Abstract
Medical personnel play a critical role in caregiver safe infant sleep education. However, training outcomes in the safe infant sleep training literature have been mixed. Promising approaches that warrant further investigation are the use of behavioral skills training and pyramidal training. The current study consisted of two experiments. Experiment 1 extended Carrow et al. (2020) and Vladescu et al. (2020) by teaching medical students safe infant sleep practices using behavioral skills training. Discriminated responding was examined across trained and untrained environmental arrangements using a multiple-baseline design. All participants arranged safe sleep environments following behavioral skills training. In Experiment 2, we used pyramidal behavioral skills training to train medical students to teach others safe sleep practices. Results indicated high procedural integrity scores following training and generalization of skills.
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6
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Becker AM, Baltazar M. Behavior analysis and aphasia: A current appraisal and suggestions for the future. BEHAVIORAL INTERVENTIONS 2021. [DOI: 10.1002/bin.1848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- April M. Becker
- Department of Behavior Analysis University of North Texas Denton Texas USA
- Department of Neurology and Neurotherapeutics UT Southwestern Medical Center Dallas Texas USA
| | - Marla Baltazar
- Department of Behavior Analysis University of North Texas Denton Texas USA
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7
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Hozella W, Garcia YA, Ackerlund Brandt JA, Mahoney A. Using joint control to teach activities of daily living and vocational tasks to students with autism. BEHAVIORAL INTERVENTIONS 2021. [DOI: 10.1002/bin.1850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Willow Hozella
- The Chicago School of Professional Psychology Chicago, Illinois USA
| | | | | | - Amanda Mahoney
- The Chicago School of Professional Psychology Chicago, Illinois USA
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8
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Rudy Zaltzman T, Parry‐Cruwys D, MacDonald J, Sweeney‐Kerwin E. An examination of observational learning using Skinner's taxonomy of verbal behavior. BEHAVIORAL INTERVENTIONS 2021. [DOI: 10.1002/bin.1819] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Tali Rudy Zaltzman
- Regis College Weston Massachusetts USA
- All Points Licensed Behavior Analysts, LLC Hingham Massachusetts USA
| | | | | | - Emily Sweeney‐Kerwin
- Regis College Weston Massachusetts USA
- All Points Licensed Behavior Analysts, LLC Hingham Massachusetts USA
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9
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Blowers AP, Luczynski KC, McKeown CA. Effects of differential observing responses on observational learning across multiple contingencies. J Appl Behav Anal 2021; 54:1385-1404. [PMID: 34010471 DOI: 10.1002/jaba.844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Revised: 04/13/2021] [Accepted: 04/13/2021] [Indexed: 11/09/2022]
Abstract
Whether a child with autism spectrum disorder will exhibit observational learning may depend on their attention to and the stimulus modalities of the observed contingency. We used multiple-probe and repeated-acquisition designs to test observational learning across a diverse set of contingencies, which included hidden edible, hidden toy, hidden video, tact, receptive identification, and intraverbal contingencies. During preteaching, 2 children with autism spectrum disorder showed observational learning with some contingencies. After learning to engage in differential observing responses for observed behaviors and consequences with the hidden-video contingency, 1 child showed generalization of observational learning with receptive identification and intraverbals. Neither child showed generalization with the tact contingency. Thus, teaching was initiated with the tact contingency, which led to generalization of observational learning with tacts. The efficacy of teaching differential observing responses over observational learning was demonstrated. Inconsistent observational learning across contingencies suggests scientist-practitioners should assess observational learning across a variety of contingencies.
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Kemmerer AR, Vladescu JC, Carrow JN, Sidener TM, Deshais MA. A systematic review of the matrix training literature. BEHAVIORAL INTERVENTIONS 2021. [DOI: 10.1002/bin.1780] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Ashley R. Kemmerer
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
| | - Jason C. Vladescu
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
| | - Jacqueline N. Carrow
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
| | - Tina M. Sidener
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
| | - Meghan A. Deshais
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
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Marya V, Frampton S, Shillingsburg A. Matrix training to teach tacts using speech generating devices: Replication and extension. J Appl Behav Anal 2021; 54:1235-1250. [PMID: 33666956 DOI: 10.1002/jaba.819] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Revised: 01/01/2021] [Accepted: 01/01/2021] [Indexed: 11/08/2022]
Abstract
Research has shown that training diagonal targets in a matrix may result in correct responses to the nondiagonal targets within the same matrix and novel targets from a separate matrix. This study replicated prior research using matrix training to teach tact noun-verb combinations to 3 male participants with autism who use a speech generating device to communicate. Two matrices were constructed (Matrix 1 and Generalization Matrix), using mastered nouns and verbs. Following baseline, diagonal targets within Matrix 1 were trained. Posttests were conducted for the Generalization Matrix and Matrix 1. Two participants showed recombinative generalization within Matrix 1 and correct responding to all targets within the novel generalization matrix. For the 3rd participant, recombinative generalization was observed within Matrix 1. However, correct responding with the generalization matrix targets was only observed after training with 3 additional matrices. These results replicate and extend previous findings.
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Affiliation(s)
- Videsha Marya
- Marcus Autism Center, Atlanta, GA.,Institute for Applied Behavioral Science, Endicott College, MA
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12
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Edwards TL, Lotfizadeh AD, Poling A. Rethinking motivating operations: A reply to commentaries on Edwards, Lotfizadeh, and Poling (2019). J Exp Anal Behav 2020; 112:47-59. [PMID: 31294841 DOI: 10.1002/jeab.542] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2019] [Accepted: 06/17/2019] [Indexed: 12/30/2022]
Affiliation(s)
| | | | - Alan Poling
- Western Michigan University, Kalamazoo, MI, USA
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13
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Frampton SE, Thompson TM, Bartlett BL, Hansen B, Alice Shillingsburg M. The Use of Matrix Training to Teach Color-Shape Tacts to Children with Autism. Behav Anal Pract 2019; 12:320-330. [PMID: 31976237 PMCID: PMC6745564 DOI: 10.1007/s40617-018-00288-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
Abstract
Matrix training consists of preplanning instruction by arranging components of desired skills across a minimum of two axes. In the current study, three matrices were developed for each participant (e.g., Matrix 1, Generalization Matrix 1, and Generalization Matrix 2) with known color and shape components. Following baseline, nonoverlapping (i.e., diagonal) training was conducted with Matrix 1. Results of posttests were used to determine the extent of emergence of untrained color-shape combinations across all matrices. Results from all six participants indicated that mastery criteria were eventually met for Matrix 1. For five participants, mastery criteria were also eventually met for generalization matrices. Results replicate findings from prior studies and offer a simple approach for both testing emergence of untrained skills and remediating responding.
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Affiliation(s)
| | | | | | - Bethany Hansen
- Language and Learning Clinic, Marcus Autism Center, Atlanta, GA USA
- Emory University School of Medicine, Atlanta, GA USA
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Vargas-de la Cruz I, Pardo-Cebrián R, Martínez Sánchez H, Froján-Parga MX. Rule Emission: A Possible Variable for Improved Therapeutic Practice. THE SPANISH JOURNAL OF PSYCHOLOGY 2018; 21:E38. [PMID: 30355381 DOI: 10.1017/sjp.2018.42] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
It has been suggested that achieving greater effectiveness in psychotherapeutic treatment requires analyzing what therapists actually do and say, how they do this and when it is done. Based on this approach, in this study we focused on the rules emitted by therapists, since providing rules is thought to be of fundamental importance in promoting effective and efficient clinical change. Specifically, we sought to determine whether the experience level of therapists and the brevity of therapy would be related to patterns of therapist rule emission as categorized by the Category System of Rules emitted by the Therapist (SISC-RULES-T) (Vargas-de la Cruz & Pardo-Cebrián, 2014). Greater therapist experience and shorter therapy duration were found to be reliably predictive of more rule emissions across most rule categories (Z values between: Z = -3.68 and Z = -2.05; p values: p < .05 and p < .001). These variables were also predictive of more emissions of rules that specified all three operant contingency elements (situation, behavior, and consequence) rather than fewer elements (Z = -2.59, p < .05; Z = -2.26, p < .05). In the expert therapists and therapist with shorter cases, there was a nonsignificant tendency for the emission of general and conceptual rules to increase over sessions whereas emissions of concrete and particular rules tended to decrease; the explicitness of the three contingency elements also tended to decrease as treatment progressed. These findings may help to identify verbal characteristics of therapists that could lead to improved therapeutic practice.
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15
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Aherne CM, Beaulieu L. Assessing long-term maintenance of staff performance following behavior skills training in a home-based setting. BEHAVIORAL INTERVENTIONS 2018. [DOI: 10.1002/bin.1642] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Cole MW, Braver TS, Meiran N. The task novelty paradox: Flexible control of inflexible neural pathways during rapid instructed task learning. Neurosci Biobehav Rev 2017; 81:4-15. [PMID: 28789810 PMCID: PMC5705534 DOI: 10.1016/j.neubiorev.2017.02.009] [Citation(s) in RCA: 43] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2016] [Revised: 01/25/2017] [Accepted: 02/08/2017] [Indexed: 11/24/2022]
Abstract
Rapid instructed task learning (RITL) is one of the most remarkable human abilities, when considered from both computational and evolutionary perspectives. A key feature of RITL is that it enables new goals to be immediately pursued (and shared) following formation of task representations. Although RITL is a form of cognitive control that engenders immense flexibility, it also seems to produce inflexible activation of action plans in inappropriate contexts. We argue that this "prepared reflex" effect arises because RITL is implemented in the brain via a "flexible hub" mechanism, in which top-down influences from the frontoparietal control network reroute pathways among procedure-implementing brain areas (e.g., perceptual and motor areas). Specifically, we suggest that RITL-based proactive control - the preparatory biasing of task-relevant functional network routes - results in inflexible associative processing, demanding compensation in the form of increased reactive (in-the-moment) control. Thus, RITL produces a computational trade-off, in which the top-down influences of flexible hubs increase overall cognitive flexibility, but at the cost of temporally localized inflexibility (the prepared reflex effect).
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Affiliation(s)
- Michael W Cole
- Center for Molecular and Behavioral Neuroscience, Rutgers University, 197 University Ave., Newark, NJ, 07102, USA.
| | - Todd S Braver
- Department of Psychology, Washington University, St. Louis, MO, 63130, USA
| | - Nachshon Meiran
- Department of Psychology and Zlotowski Center for Neuroscience, Ben-Gurion University of the Negev, Beer-Sheva 84105, Israel
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Abstract
The importance of the intraverbal relation is missed in most theories of language. Skinner (1957) attributes this to traditional semantic theories of meaning that focus on the nonverbal referents of words and neglect verbal stimuli as separate sources of control for linguistic behavior. An analysis of verbal stimulus control is presented, along with its distinction from nonverbal stimulus control and motivational control. It is suggested that there are at least four different types of increasingly complex verbal discriminations relevant to speaker and listener behavior: simple, compound, verbal conditional, and verbal function-altering (Eikeseth & Smith, 2013; Schlinger & Blakely, 1994). Separate but interlocking accounts of how these specific types of verbal stimuli produce different evocative and function-altering effects for the speaker and for the listener are provided. Finally, the effects of weakening verbal stimulus control and the loss of intraverbal behavior are considered, especially as they relate to dementia, aphasia, and traumatic brain injury.
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18
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MacDonald J, Ahearn WH. Teaching observational learning to children with autism. J Appl Behav Anal 2015; 48:800-16. [PMID: 26404096 DOI: 10.1002/jaba.257] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2014] [Accepted: 05/07/2015] [Indexed: 11/08/2022]
Abstract
Observational learning (OL) is critical for the acquisition of social skills and may be an important skill for learning in traditional educational settings. Although OL occurs during early childhood in the typically developing population, research suggests that it may be limited in children diagnosed with autism spectrum disorder (ASD). The purpose of the present study was to develop an assessment to test for the presence of OL across a variety of tasks. If OL was deficient, we sought to teach it by training specific skills. Six participants who had been diagnosed with ASD demonstrated deficits in OL. After an initial assessment, a multiple-probe design across OL tasks showed that training produced acquisition of these skills across multiple exemplars. After training, 5 of the 6 participants engaged in OL across multiple tasks and task variations, demonstrating generalization. For 1 participant, generalization of performance did not occur across tasks but did occur within task variations.
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Affiliation(s)
| | - William H Ahearn
- WESTERN NEW ENGLAND UNIVERSITY, THE NEW ENGLAND CENTER FOR CHILDREN
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Dallery J, Kurti A, Erb P. A New Frontier: Integrating Behavioral and Digital Technology to Promote Health Behavior. THE BEHAVIOR ANALYST 2014; 38:19-49. [PMID: 27347477 DOI: 10.1007/s40614-014-0017-y] [Citation(s) in RCA: 50] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Modifiable behavioral risk factors such as cigarette smoking, physical inactivity, and obesity contribute to over 40 % of premature deaths in the USA. Advances in digital and information technology are creating unprecedented opportunities for behavior analysts to assess and modify these risk factors. Technological advances include mobile devices, wearable sensors, biomarker detectors, and real-time access to therapeutic support via information technology. Integrating these advances with behavioral technology in the form of conceptually systematic principles and procedures could usher in a new generation of effective and scalable behavioral interventions targeting health behavior. In this selective review of the literature, we discuss how technological tools can assess and modify a range of antecedents and consequences of healthy and unhealthy behavior. We also describe practical, methodological, and conceptual advantages for behavior analysts that stem from the use of technology to assess and treat health behavior.
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Affiliation(s)
- Jesse Dallery
- Department of Psychology, University of Florida, P. O. Box 112250, Gainesville, FL 32611 USA
| | - Allison Kurti
- Department of Psychology, University of Florida, P. O. Box 112250, Gainesville, FL 32611 USA
| | - Philip Erb
- Department of Psychology, University of Florida, P. O. Box 112250, Gainesville, FL 32611 USA
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