1
|
Leif ES, Kelenc-Gasior N, Bloomfield BS, Furlonger B, Fox RA. A systematic review of social-validity assessments in the Journal of Applied Behavior Analysis: 2010-2020. J Appl Behav Anal 2024; 57:542-559. [PMID: 38847455 DOI: 10.1002/jaba.1092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2023] [Accepted: 05/13/2024] [Indexed: 07/21/2024]
Abstract
We conducted a systematic review of studies published in the Journal of Applied Behavior Analysis between 2010 and 2020 to identify reports of social validity. A total of 160 studies (17.60%) published during this time included a measure of social validity. For each study, we extracted data on (a) the dimensions of social validity, (b) the methods used for collecting social-validity data, (c) the respondents, and (d) when social-validity data were collected. Most social-validity assessments measured the acceptability of intervention procedures and outcomes, with fewer evaluating goals. The most common method for collecting social validity data was Likert-type rating scales, followed by non-Likert-type questionnaires. In most studies, the direct recipients of the intervention provided feedback on social validity. Social-validity assessment data were often collected at the conclusion of the study. We provide examples of social-validity measurement methods, discuss their strengths and limitations, and provide recommendations for improving the future collection and reporting of social-validity data.
Collapse
Affiliation(s)
- Erin S Leif
- Faculty of Education, Monash University, Clayton, Victoria, Australia
| | | | | | - Brett Furlonger
- Faculty of Education, Monash University, Clayton, Victoria, Australia
| | - Russell A Fox
- Faculty of Education, Monash University, Clayton, Victoria, Australia
| |
Collapse
|
2
|
Perone M, Lerman DC, Peterson SM, Williams DC. Report of the ABAI Task Force on Contingent Electric Skin Shock. Perspect Behav Sci 2023; 46:261-304. [PMID: 37425985 PMCID: PMC10323060 DOI: 10.1007/s40614-023-00379-w] [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: 05/09/2023] [Indexed: 07/11/2023] Open
Abstract
As a task force appointed by the Executive Council of the Association for Behavior Analysis International (ABAI), we investigated the clinical use of contingent electric skin shock (CESS) in behavior analytic treatments for severe problem behavior. We studied how CESS is used in contemporary behavior analysis, reinforcement-based alternatives to CESS, and current ethical and professional guidelines for applied behavior analysts. We recommended that ABAI uphold clients' right to receive CESS when it is restricted to extreme cases and used under rigorous professional and legal oversight. Our recommendation was rejected by a vote of the full members of ABAI, who instead endorsed an alternative recommendation, developed by members of the Executive Council, that opposed the use of CESS under any condition. Here we present for the record our report and initial recommendations, the formal statement that was rejected by the members of ABAI, and the statement that was endorsed.
Collapse
Affiliation(s)
- Michael Perone
- Department of Psychology, West Virginia University, 53 Campus Drive, Morgantown, WV 26506-6040 USA
| | | | | | | |
Collapse
|
3
|
Ré TC, Rieken CJ, Brandt JA, Pacitto GO, Yepez J. Differential Reinforcement of Low Frequency Behavior as an Interdependent Group Contingency for Children Diagnosed with Autism Spectrum Disorder. JOURNAL OF BEHAVIORAL EDUCATION 2023:1-16. [PMID: 37359170 PMCID: PMC9994777 DOI: 10.1007/s10864-023-09512-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/19/2023] [Indexed: 06/28/2023]
Abstract
An ABAB reversal design was employed to evaluate the effect of differential reinforcement of low (DRL) frequency behavior as an interdependent group contingency on the frequency of vocal disruptions of five males, 6-14-years old, diagnosed with an autism spectrum disorder. The results showed lower frequencies of vocal disruptions during intervention conditions as compared to baseline conditions; the combination of DRL and interdependent group contingency was effective at reducing the target behavior from baseline levels. Implications of concurrent interventions for the applied setting are discussed.
Collapse
Affiliation(s)
- Tyler C. Ré
- Behavior Analysis Department, The Chicago School of Professional Psychology, 325 North
Wells Street, Chicago, IL 60654 USA
| | - Chrystal Jansz Rieken
- Behavior Analysis Department, The Chicago School of Professional Psychology, 325 North
Wells Street, Chicago, IL 60654 USA
| | - Julie Ackerlund Brandt
- Behavior Analysis Department, The Chicago School of Professional Psychology, 325 North
Wells Street, Chicago, IL 60654 USA
| | - Gena O. Pacitto
- Behavior Analysis Department, The Chicago School of Professional Psychology, 325 North
Wells Street, Chicago, IL 60654 USA
| | - Jair Yepez
- Behavior Analysis Department, The Chicago School of Professional Psychology, 325 North
Wells Street, Chicago, IL 60654 USA
| |
Collapse
|
4
|
Chen M, Kreibich S. Reducing perseverative requesting and other problem behavior in a young girl with autism: a sequentially implemented intervention package. ADVANCES IN AUTISM 2022. [DOI: 10.1108/aia-09-2020-0055] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This study aims to use a sequentially implemented intervention package to reduce the occurrence of perseverative requesting and other problem behavior in a young girl with autism spectrum disorder (ASD).
Design/methodology/approach
In this single-case study, subsequent to a functional analysis and a preference assessment, an intervention package consisting of three components (i.e. a tolerance for delay to reinforcement, choice-making and visual schedule) was implemented sequentially to address perseverative requesting and other problem behavior maintained by access to preferred items/activities in a young girl with ASD.
Findings
Via the intervention package, the girl demonstrated higher self-control skills (i.e. delaying access to preferred items/activities, choosing more preferred items/activities with delayed access over less preferred ones with immediate access, completing tasks before having access to preferred items/activities) with a reduction of perseverative requesting or other problem behavior.
Originality/value
The current case study presents concrete steps that could be applied to address tangible-maintained perseverative requesting using more natural and educationally relevant signals while improving the child’s appropriate skills (e.g. delay to reinforcement, self-control and task engagement).
Collapse
|
5
|
Davidson MA, Rosales‐Ruiz J. Reducing the occurrence of mouthing and jumping in a dog through conditional discrimination training. J Exp Anal Behav 2022; 118:250-260. [DOI: 10.1002/jeab.787] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 07/23/2022] [Accepted: 07/28/2022] [Indexed: 11/10/2022]
|
6
|
Houck EJ, Dracobly JD, Baak SA. A Practitioner’s Guide for Selecting Functional Communication Responses. Behav Anal Pract 2022; 16:65-75. [PMID: 37006421 PMCID: PMC10050301 DOI: 10.1007/s40617-022-00705-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/18/2022] [Indexed: 11/25/2022] Open
Abstract
Functional communication training (FCT) is an effective and widely used procedure to reduce problem behaviors. The purpose of FCT is to replace a problem behavior with a socially appropriate and communicative behavior - the functional communication response (FCR), which produces the same reinforcer as the problem behavior. Recent reviews of FCT have focused on providing overall recommendations for how the procedure should be implemented. A relatively small body of literature has been devoted to the selection of the FCR. The purpose of this article is to propose a set of considerations for practitioners in selecting FCRs.
Collapse
Affiliation(s)
- Elizabeth J. Houck
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #3311070, Denton, TX 76201 USA
| | - Joseph D. Dracobly
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #3311070, Denton, TX 76201 USA
| | - Sara A. Baak
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #3311070, Denton, TX 76201 USA
| |
Collapse
|
7
|
Using a Nonconcurrent Multiple-Baseline Across-Participants Design to Examine the Effects of Individualized ACT at School. Behav Anal Pract 2021; 15:141-154. [DOI: 10.1007/s40617-021-00558-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/09/2021] [Indexed: 10/21/2022] Open
|
8
|
Shimp CP. Molecular (moment‐to‐moment) and molar (aggregate) analyses of behavior. J Exp Anal Behav 2020; 114:394-429. [DOI: 10.1002/jeab.626] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 08/24/2020] [Accepted: 08/26/2020] [Indexed: 11/06/2022]
|
9
|
Becraft JL, Borrero JC, Sun S, McKenzie AA. A primer for using multilevel models to meta‐analyze single case design data with AB phases. J Appl Behav Anal 2020; 53:1799-1821. [DOI: 10.1002/jaba.698] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2018] [Revised: 12/23/2019] [Accepted: 12/29/2019] [Indexed: 11/05/2022]
|
10
|
Piper A, Borrero JC, Becraft JL. Differential reinforcement-of-low-rate procedures: A systematic replication with students with autism spectrum disorder. J Appl Behav Anal 2019; 53:1058-1070. [PMID: 31478197 DOI: 10.1002/jaba.631] [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: 12/31/2018] [Accepted: 06/05/2019] [Indexed: 11/10/2022]
Abstract
Becraft, Borrero, Davis, Mendres-Smith, and Castillo (2018) studied the effects of two different types of DRL schedules (full session and spaced responding) under 2 sets of stimulus conditions (with and without signals). Reduced rates of responding maintained under both types of DRL schedules, when signals were included. The present study represents a replication of procedures by Becraft et al. involving learners with autism spectrum disorder (ASD). The results replicated those of Becraft et al. in that responding in both full-session and spaced-responding DRL schedules was low, but not eliminated. These results provide preliminary evidence to suggest that children with ASD are responsive to signals in DRL arrangements, which may set the stage for evaluation of signaled DRL arrangements for socially significant response forms.
Collapse
Affiliation(s)
| | | | - Jessica L Becraft
- Kennedy Krieger Institute and Johns Hopkins University School of Medicine
| |
Collapse
|
11
|
Otalvaro PA, Krebs CA, Brewer AT, Leon Y, Steifman JS. Reducing excessive questions in adults at adult-day training centers using differential-reinforcement-of-low rates. J Appl Behav Anal 2019; 53:545-553. [PMID: 31281984 DOI: 10.1002/jaba.603] [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: 09/28/2017] [Accepted: 03/27/2019] [Indexed: 11/09/2022]
Abstract
Differential-reinforcement-of-low rate (DRL) schedules are often used to reduce, not eliminate, behavior. We systematically replicated Austin and Bevan (2011) to determine whether the number of questions asked by two adults with intellectual disabilities working at adult-day-training centers could be reduced using a full-session DRL. The full-session DRL involved delivery of a reinforcer at the end of the day if the number of questions asked was less than a specified number during the entire session. Questions, up to a specified number, were also reinforced within-session. The full-session DRL reduced the number of questions asked by both participants and increased duration of task engagement for one participant.
Collapse
Affiliation(s)
- Pablo A Otalvaro
- Florida Institute of Technology.,Roe & Associates Integrated Behavior Supports
| | | | | | | | | |
Collapse
|
12
|
Smith T, Panfil K, Bailey C, Kirkpatrick K. Cognitive and behavioral training interventions to promote self-control. JOURNAL OF EXPERIMENTAL PSYCHOLOGY. ANIMAL LEARNING AND COGNITION 2019; 45:259-279. [PMID: 31070430 PMCID: PMC6716382 DOI: 10.1037/xan0000208] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
This review article discusses various cognitive and behavioral interventions that have been developed with the goal of promoting self-controlled responding. Self-control can exert a significant impact on human health and impulsive behaviors are associated with a wide range of diseases and disorders, leading to the suggestion that impulsivity is a trans-disease process. The self-control interventions include effort exposure, reward discrimination, reward bundling, interval schedules of reinforcement, impulse control training, and mindfulness training. Most of the interventions have been consistently shown to increase self-control, except for mindfulness training. Some of the successful interventions are long-lasting, whereas others may be transient. Most interventions are domain-specific, targeting specific cognitive and behavioral processes that relate to self-control rather than targeting overall self-control. For example, effort exposure appears to primarily increase effort tolerance, which in turn can improve self-control. Similarly, interval schedules primarily target interval timing, which promotes self-controlled responses. A diagram outlining a proposed set of intervention effects on self-control is introduced to motivate further research in this area. The diagram suggests that the individual target processes of the interventions may potentially summate to produce general self-control, or perhaps even produce synergistic effects. In addition, it is suggested that developing a self-control profile may be advantageous for aligning specific interventions to mitigate specific deficits. Overall, the results indicate that interventions are a promising avenue for promoting self-control and may help to contribute to changing health outcomes associated with a wide variety of diseases and disorders. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Collapse
|
13
|
Keller-Bell Y, Short M. Positive Behavioral Interventions and Supports in Schools: A Tutorial. Lang Speech Hear Serv Sch 2019; 50:1-15. [DOI: 10.1044/2018_lshss-17-0037] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings.
Method
The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed.
Conclusions
This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.
Collapse
Affiliation(s)
| | - Maureen Short
- Special Education Program, North Carolina Central University, Durham
| |
Collapse
|
14
|
Becraft JL, Borrero JC, Davis BJ, Mendres-Smith AE, Castillo MI. The role of signals in two variations of differential-reinforcement-of-low-rate procedures. J Appl Behav Anal 2018; 51:3-24. [PMID: 29313972 DOI: 10.1002/jaba.431] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2016] [Accepted: 07/06/2017] [Indexed: 11/11/2022]
Abstract
Differential-reinforcement-of-low-rate (DRL) schedules are used to decrease the overall rate of, but not eliminate, a target response. Two variations of DRL, spaced-responding and full-session, exist. Preliminary comparative analyses suggest that the two schedules function differently when unsignaled. We compared response rates under these two DRL variations with and without signals. In Experiment 1, five preschool students played a game in which points were earned under DRL schedules. In some sessions, a stimulus signaled when responses would be reinforced (S+) or not reinforced (S-). In others, only an S- was present. Signals (S+/S-) facilitated and maintained responding in both types of DRL schedules. In Experiment 2, we modified the signals with five different preschoolers. Instead of an S- only, we did not present any signals. Elimination and high variability of the target response were observed with the S- only and absence of S+/S-, respectively. Signaled DRL schedules are recommended for application.
Collapse
|
15
|
Bonner AC, Borrero JC. Differential Reinforcement of Low Rate Schedules Reduce Severe Problem Behavior. Behav Modif 2017; 42:747-764. [PMID: 28922928 DOI: 10.1177/0145445517731723] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Differential-reinforcement-of-low-rate (DRL) schedules are reinforcement contingencies designed to reduce response rates. A common variation of the DRL arrangement is known as full-session DRL ( f-DRL), in which a reinforcer is presented at the end of an interval if the response rate during that interval is below a predetermined criterion. Prior human operant research involving arbitrary mouse clicks has shown that the f-DRL is likely to reduce target responding to near zero rates. Similarly, applied research has shown that the f-DRL is likely to reduce minimally disruptive classroom behavior. There are, however, relatively few successful applications of the f-DRL to severe forms of problem behavior (e.g., self-injurious behavior). Thus, the purpose of this study was to examine the effects of f-DRL on the severe problem behavior of individuals with intellectual and developmental disabilities. For four participants, the f-DRL reduced severe problem behavior by clinically significant levels. Furthermore, results of a contingency strength analysis showed a strong negative contingency strength between target responding and reinforcer delivery for all participants.
Collapse
|
16
|
Bruni TP, Drevon D, Hixson M, Wyse R, Corcoran S, Fursa S. THE EFFECT OF FUNCTIONAL BEHAVIOR ASSESSMENT ON SCHOOL-BASED INTERVENTIONS: A META-ANALYSIS OF SINGLE-CASE RESEARCH. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22007] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
17
|
Richard S, Eichelberger I, Döpfner M, Hanisch C. Schulbasierte Interventionen bei ADHS und Aufmerksamkeitsproblemen: Ein Überblick. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2015. [DOI: 10.1024/1010-0652/a000141] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Kinder mit einer Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS) oder subklinischen Aufmerksamkeitsproblemen sind in ihrer schulischen Leistungsfähigkeit beeinträchtigt. Für Lehrkräfte stellen diese Beeinträchtigungen eine große Herausforderung dar. Im Zuge der Umsetzung der Behindertenrechtskonvention der Vereinten Nationen (UN) wird der Bedarf an effektiven Strategien zum Umgang mit diesen Verhaltensauffälligkeiten an allgemeinbildenden Schulen deutlich steigen. Ziel der vorliegenden Arbeit ist es, einen Überblick über effektive Klassen-, Lehrkraft- und Schüler-zentrierte Maßnahmen für Schüler mit Aufmerksamkeitsproblemen zu geben. Die aktuelle Studienlage zu Interventionen im Schulsetting bietet überwiegend Einzelfallstudien, die eine Generalisierung der Ergebnisse erschweren. Unter Berücksichtigung der Studienqualität können daher nur interdependente Gruppenverstärkerpläne (klassen-zentriert) als evidenzbasiert bezeichnet werden. Forschungsmethodische Einschränkungen und Forschungsperspektiven werden diskutiert.
Collapse
Affiliation(s)
- Stefanie Richard
- Fachbereich Sozial- und Kulturwissenschaften, Fachhochschule Düsseldorf
| | - Ilka Eichelberger
- Klinik für Psychiatrie und Psychotherapie des Kindes- und Jugendalters, Universität Köln
| | - Manfred Döpfner
- Klinik für Psychiatrie und Psychotherapie des Kindes- und Jugendalters, Universität Köln
| | - Charlotte Hanisch
- Fachbereich Sozial- und Kulturwissenschaften, Fachhochschule Düsseldorf
| |
Collapse
|
18
|
Voon V, Dalley JW. Translatable and Back-Translatable Measurement of Impulsivity and Compulsivity: Convergent and Divergent Processes. Curr Top Behav Neurosci 2015; 28:53-91. [PMID: 27418067 DOI: 10.1007/7854_2015_5013] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Impulsivity and compulsivity have emerged as important dimensional constructs that challenge traditional psychiatric classification systems. Both are present in normal healthy populations where the need to act quickly and repeatedly without hesitation can be highly advantageous. However, when excessively expressed, impulsive and compulsive behavior can lead to adverse consequences and spectrum disorders exemplified by attention-deficit/hyperactivity disorder (ADHD), obsessive compulsive disorder (OCD), autism, and drug addiction. Impulsive individuals have difficulty in deferring gratification and are inclined to 'jump the gun' and respond prematurely before sufficient information is gathered. Compulsivity involves repetitive behavior often motivated by the need to reduce or prevent anxiety, thus leading to the maladaptive perseveration of behavior. Defined in this way, impulsivity and compulsivity could be viewed as separate entities or 'traits' but overwhelming evidence indicates that both may be present in the same disorder, either concurrently or even separately at different time points. Herein we discuss the neural and cognitive heterogeneity of impulsive and compulsive endophenotypes. These constructs map onto distinct fronto-striatal neural and neurochemical structures interacting both at nodal convergent points and as opponent processes highlighting both the heterogeneity and the commonalities of function. We focus on discoveries made using both translational research methodologies and studies exclusively in humans, and implications for treatment intervention in disorders in which impulsive and compulsive symptoms prevail. We emphasize the relevance of these constructs for understanding dimensional psychiatry.
Collapse
Affiliation(s)
- Valerie Voon
- Behavioral and Clinical Neuroscience Institute, University of Cambridge, Cambridge, CB2 3EB, UK.
- Department of Psychiatry, University of Cambridge, Addenbrooke's Hospital, Cambridge, CB2 2QQ, UK.
- Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, UK.
| | - Jeffrey W Dalley
- Behavioral and Clinical Neuroscience Institute, University of Cambridge, Cambridge, CB2 3EB, UK
- Department of Psychiatry, University of Cambridge, Addenbrooke's Hospital, Cambridge, CB2 2QQ, UK
- Department of Psychology, University of Cambridge, Downing Street, Cambridge, CB2 3EB, UK
| |
Collapse
|
19
|
Jessel J, Borrero JC. A laboratory comparison of two variations of differential-reinforcement-of-low-rate procedures. J Appl Behav Anal 2014; 47:314-24. [DOI: 10.1002/jaba.114] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2012] [Accepted: 12/12/2013] [Indexed: 11/06/2022]
|
20
|
Reinke WM, Stormont M, Clare A, Latimore T, Herman KC. Differentiating Tier 2 Social Behavioral Interventions According to Function of Behavior. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2013. [DOI: 10.1080/15377903.2013.778771] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|