A detailed examination of reporting procedural fidelity in the Journal of Applied Behavior Analysis

Few reviews on procedural fidelity-the degree to which procedures are implemented as designed-provide details to gauge the quality of fidelity reporting in behavior-analytic research. This review focused on experiments in the Journal of Applied Behavior Analysis (2006-2021) with "integrity" or "fidelity" in the abstract or body. When fidelity data were collected, the coders characterized measurement details (e.g., description of calculation, report of single or multiple values, frequency of fidelity checks, checklist use). The researchers found increasing trends in describing the calculation(s), reporting multiple values, and stating the frequency of measurement. Few studies described using a checklist. Most studies reported fidelity as a percentage, with high obtained values (M = 97%). When not collecting fidelity data was stated as a limitation, authors were unlikely to provide a rationale for the omission. We discuss recommendations for reporting procedural fidelity to increase the quality of and transparency in behavior-analytic research.

Trends in Reporting Procedural Integrity: A Comparison

Procedural integrity refers to the extent to which an independent variable is implemented as described. Measuring procedural integrity is one important factor when considering internal and external validity of experiments. Experimental articles in behavior-analytic journals have rarely reported procedural-integrity data. The purpose of this study was to update previous reviews of whether articles published in the Journal of Applied Behavior Analysis reported procedural integrity, spanning a period from 1980 to 2020, and compare reporting in JABA to recent reviews of studies published in Behavior Analysis in Practice (2008-2019) and the Journal of Organizational Behavior Management (2000-2020). Procedural integrity continues to be underreported across all three journals, but an increasing trend in reporting procedural integrity is evident in the Journal of Applied Behavior Analysis and Behavior Analysis in Practice. In addition to our recommendations and implications for research and practice, we provide examples and resources to assist researchers and practitioners with recording and reporting integrity data.

On a persisting curious double standard in behavior analysis: Behavioral scholars' perspectives on procedural fidelity

Procedural fidelity is the extent to which independent variables are implemented as designed. Despite 40 years of discussion about the importance of procedural fidelity for behavioral research, reporting of fidelity data remains an uncommon practice in behavior-analytic journals. Researchers have speculated about reasons for underreporting, but the perspectives of scholars about when reporting is warranted or necessary have not yet been explored. Thus, the purpose of this study was to evaluate possible reasons for infrequent reporting of fidelity data in behavior-analytic studies. To address this purpose, we conducted focus groups with scholars in applied behavior analysis. Five themes emerged regarding why procedural fidelity data are not typically reported. We provide a discussion about how these themes are interrelated and offer suggestions and recommendations to assist with the collection and reporting of fidelity data.

Nominally acceptable integrity failures negatively affect interventions involving intermittent reinforcement

The finding that differential reinforcement of alternative behavior (DRA) is efficacious at 80% integrity when continuous reinforcement is programmed for alternative responding may have contributed to a perception that integrity at 80% or above is acceptable. However, research also suggests that other interventions (e.g., noncontingent reinforcement) may not remain effective at 80% integrity. The conditions under which 80% integrity is acceptable for common behavioral interventions remains unclear. Therefore, we conducted two human-operant studies to evaluate effects of 80% integrity for interventions with contingent or noncontingent intermittent reinforcement schedules. During Experiment 1, we compared noncontingent reinforcement (NCR) and DRA when implemented with 80% integrity. During Experiment 2, we compared 2 variations of DRA, which included either a ratio or interval schedule to reinforce alternative behavior. Results replicated previous research showing that DRA with a FR-1 schedule programmed for alternative responding resulted in consistent target response suppression, even when integrity was reduced to 80%. In contrast, neither NCR nor interval-based DRA were consistently effective when implemented at 80% integrity. These results demonstrate that 80% integrity is not a uniformly acceptable minimal level of integrity.

Connecting animal trainers and behavior analysts through loopy training

The communities of behavior analysts and animal trainers remain relatively disconnected, despite potentially beneficial links between behavioral principles and the practices of animal training. Describing existing links between research by behavior analysts and practices used by animal trainers may foster connections. In this paper, we describe an approach used by many clicker trainers, referred to as loopy training. Loopy training is a teaching process built around the concept of movement cycles. Interactions between the animal learner and the handler are refined into predictable, cyclical patterns that can be expanded into complex sequences. These sequences include cues, target responses, conditioned reinforcers, and consummatory responses. We link the foundations of loopy training to existing work in the experimental analysis of behavior, compare loopy training to other shaping approaches, and describe areas for future research. We conclude with a series of recommendations for further developing connections between behavior analysts and animal trainers, using loopy training as the foundation for our suggestions.

Comparing training methods to improve volunteer skills during therapeutic horseback riding: A randomized control trial

Although in-vivo behavioral skills training (BST) is often effective, it may be too resource-intensive for organizations that rely on volunteers. Alternatives to in-vivo BST include video models or interactive computer training (ICT), but the utility of these procedures for training volunteers remains largely unknown. We used a randomized control trial to teach multiple skills to new volunteers at a therapeutic riding center. A total of 60 volunteers were assigned to one of three groups using block randomization. Depending on group assignment, volunteers received instructions and modeling through in-vivo interactions, a video model, or ICT. All volunteers completed in-vivo role plays with feedback. Skills were measured by unblinded observers during role plays. There were no statistically significant differences in accuracy of role-play performance between volunteers in the in-vivo BST and ICT groups, but both outperformed the video-model group. The ICT and video model required statistically significantly less time from a live instructor than did in-vivo training. Thus, although in-vivo BST remains best practice, ICT may be a viable alternative when training resources are limited.

Treatment Integrity Failures during Timeout from Play

Timeout is an effective behavior-reduction strategy with considerable generality. However, little is known about how timeout is implemented under natural conditions, or how errors in implementation impact effectiveness. During Experiment 1, we observed teachers implementing timeout during play to evaluate how frequently the teachers implemented timeout following target behavior (omission errors) and other behaviors (commission errors) for four children. Teachers rarely implemented timeout; thus, omission errors were frequent, but commission errors rarely occurred. During Experiment 2, we used a reversal design to compare timeout implemented with 0% omission integrity, 100% integrity, and the level of omission integrity observed to occur during Experiment 1 for two of the participants. Timeout implemented with reduced-integrity decreased problem behavior relative to baseline, suggesting that infrequent teacher implementation of timeout may have been sufficient to reduce problem behavior.

Increased number of responses may account for reduced resurgence following serial training

Abrupt discontinuation of functional communication training can cause resurgence of challenging behavior. Teaching multiple alternative responses in sequence (serial training) may reduce resurgence, relative to teaching a single alternative. However, previous evaluations of serial training included a different number of response options across comparison conditions. In Experiment 1, we varied both training type (single and serial) and number of response options, and replicated previous findings showing that more resurgence occurred following single training relative to serial training. In Experiment 2, we varied the training type while holding the number of alternative responses constant and obtained no consistent differences in resurgence. In Experiment 3, we varied the number of alternative responses while holding training type constant (i.e., single). More resurgence occurred in the condition with fewer response options, suggesting that the number of available alternative responses, and not explicit serial training of alternatives, was critical to outcomes.

Resurgence of previously taught academic responses

Resurgence is often discussed in relation to the relapse of undesirable behavior. However, resurgence may also describe the recurrence of socially appropriate behavior, including academic responding. The recurrence of academic responses following periods of extinction may aid in the solution of novel problems. The aims of this study were to evaluate the resurgence of complex, desirable behavior related to college-level instruction and to explore problem form as an aspect of environmental context. Each participant was taught 2 response chains to solve quadratic equations across experimental phases, followed by a phase in which neither chain resulted in the correct solution (extinction). During Experiment 1, the equations presented during extinction resembled those presented during reinforcement of the alternative response. Of the 8 participants in Experiment 1, 4 attempted to use the first-taught chain to solve an equation in the extinction phase. During Experiment 2, the equations presented during extinction resembled those presented during reinforcement of the target response. Of the 8 participants in Experiment 2, 6 attempted to use the first-taught chain to solve an equation in the extinction phase. Results demonstrate the resurgence of academic responses and suggest that the form of the problem may constitute a context that affects resurgence.

Accumulated reinforcers increase academic responding and suppress problem behavior for students with Attention-Deficit Hyperactivity Disorder

We compared rates of academic responses and problem behavior during mathematics with distributed and accumulated reinforcer arrangements for 3 students with Attention-Deficit Hyperactivity Disorder who engaged in chronic, severe problem behavior. All 3 students engaged in more academic responding and less problem behavior when reinforcers accumulated throughout the session, relative to conditions in which reinforcers were distributed throughout the session or withheld completely. We then conducted concurrent-chain analyses to evaluate student preference for the reinforcer arrangements. Two students preferred distributed reinforcers, even though this arrangement continued to produce problem behavior. One student preferred accumulated reinforcers. Our data replicate previous findings regarding the efficacy of accumulated-reinforcer arrangements, but suggest that students do not always prefer the most efficacious reinforcer arrangement.

Assessing the repeatability of resurgence in humans: Implications for the use of within-subject designs

Resurgence refers to the recurrence of a previously reinforced response following the worsening of reinforcement conditions (e.g., extinction) for an alternative response. Because of the implications for treatment relapse, researchers have become particularly interested in mitigating resurgence of human behavior. Some studies have employed reversal designs and varied parameters across replications (e.g., ABCADC) to compare effects of second-phase variables. Although resurgence is generally repeatable within and between subjects, the extent to which similar levels of resurgence occur across replications is less clear. To assess the repeatability of resurgence, we conducted a secondary analysis of 62 human-operant data sets using ABCABC reversal designs from two laboratories in the United States. We found significant reductions in the magnitude of resurgence during the second exposure to extinction relative to the first exposure when all other phase variables were held constant. These results suggest that researchers should exercise caution when using within-subject, across-phase replications to compare resurgence between variable manipulations with human participants.

A comparison of error-correction procedures on skill acquisition during discrete-trial instruction

Previous research supports the use of a variety of error-correction procedures to facilitate skill acquisition during discrete-trial instruction. We used an adapted alternating treatments design to compare the effects of 4 commonly used error-correction procedures on skill acquisition for 2 children with attention deficit hyperactivity disorder and 3 children with autism spectrum disorder. For all participants, multiple error-correction procedures were effective; however, 1 or 2 specific error-correction procedures led to more efficient skill acquisition for each individual. These results highlight the importance of evaluating the effectiveness and efficiency of error-correction procedures for individual learners during discrete-trial instruction. We discuss the use of discrete-trial instruction with different populations, implications for using multiple measures of procedural efficiency, and several areas for future research.

Effects of fixed-time reinforcement schedules on resurgence of problem behavior

Resurgence of problem behavior following the discontinuation of differential reinforcement of alternative behavior (DRA) may be prevented by response-independent reinforcer delivery. In basic research, response-independent reinforcer delivery following DRA prevented resurgence of the initially reinforced response and maintained alternative responding (Lieving & Lattal, 2003, Experiment 3). We evaluated the generality of these results by assessing if fixed-time (FT) reinforcer delivery following DRA would prevent resurgence of problem behavior and maintain appropriate behavior with 4 children with disabilities. For all participants, extinction following DRA produced resurgence of previously reinforced problem behavior and reduced appropriate requests, but FT reinforcer delivery following DRA mitigated resurgence of problem behavior and maintained appropriate requests.

Preference for blocking or response redirection during stereotypy treatment

Response redirection and response blocking reduce stereotypy maintained by automatic reinforcement. The current study evaluated the effects of redirection and response blocking on the stereotypic responding of three elementary-age children diagnosed with autism. During the treatment evaluation, redirection and response blocking were evaluated using an alternating treatment embedded in a reversal design. Both procedures resulted in comparably low levels of motor stereotypy. Following treatment evaluation, a concurrent chain was conducted to evaluate participant preference for redirection or response blocking. All three participants preferred redirection. Practitioners may wish to consider participant preference when developing and implementing treatments for stereotypy.

Increasing accurate preference assessment implementation through pyramidal training

Preference assessments directly evaluate items that may serve as reinforcers, and their implementation is an important skill for individuals who work with children. This study examined the effectiveness of pyramidal training on teachers' implementation of preference assessments. During experiment 1, 3 special education teachers taught 6 trainees to conduct paired-choice, multiple-stimulus without replacement, and free-operant preference assessments. All trainees acquired skills necessary to implement preference assessments with 90% or greater accuracy during the training sessions and demonstrated generalization of skills to their classrooms or clinic. During experiment 2, 5 teachers who served as trainees in experiment 1 trained 18 preschool teachers. All preschool teachers met the mastery criterion following training. Training teachers to implement preference assessments may increase teachers' acceptance and use of behavior-analytic procedures in school settings.

On the role of attention in naturally occurring matching relations

Prior researchers have evaluated the efficacy of using the matching law to describe naturally occurring behavior-environment interactions. However, spurious matching could be obtained if the response and environmental event were correlated, even if the event did not reinforce the response. To assess the likelihood of obtaining spurious matching when relating attention and problem behavior, we evaluated the problem behavior of 3 participants for whom attention did not serve as a reinforcer for problem behavior in a functional analysis. Both the simple and generalized matching equations were used to examine matching relations extracted from descriptive observations that were conducted in the participants' classrooms. The results of aggregated matching analyses showed that the proportional rate of responding approximately matched the proportional rate of contiguous adult attention. Matching analyses conducted for all participants showed correlations between attention and problem behavior. These results demonstrate that spurious matching can be obtained, and they highlight the role of functional analyses in the analysis of naturally occurring matching relations.

Descriptive analyses of caregiver reprimands

We conducted descriptive observations of 5 individuals with developmental disabilities and severe problem behavior while they interacted with their caregivers in either simulated environments (an inpatient hospital facility) or in their homes. The focus of the study was on caregiver reprimands and child problem behavior. Thus, we compared the frequency of problem behavior that immediately preceded a caregiver reprimand to that immediately following a caregiver reprimand, and the results showed that the frequency of problem behavior decreased following a reprimand. It is possible that caregiver reprimands are negatively reinforced by the momentary attenuation of problem behavior, and the implications for long- and short-term effects on caregiver behavior are discussed.