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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. [ABSTRACT FROM AUTHOR]

When reported, the methods for prompting functional communication responses (FCRs) following problem behavior during functional communication training (FCT) vary. Some researchers have prompted the FCR immediately following problem behavior but doing so may inadvertently strengthen problem behavior as the first link in an undesirable response chain. This study investigated the effects of prompting FCRs following problem behavior during FCT with 4 children who exhibited severe problem behavior. Problem behavior remained low and FCR rates were near optimal when prompts were delivered immediately following problem behavior for 2 participants. Delaying prompts following problem behavior was instrumental for FCR acquisition for 1 participant but led to escalation of problem behavior for a 2nd participant. The conditions under which immediate prompts following problem behavior may improve or worsen FCT are discussed. [ABSTRACT FROM AUTHOR]

In this study, we piloted a teaching procedure to help a learner attend to group pronouns (calls), such as "Everyone," as precursors for cooperating with instructions. A student was first taught to attend to the teacher when a bell rang; the teacher then paired the bell with group call words and faded the bell out to transfer stimulus control to the calls. This antecedent intervention led to increased attending to group calls and cooperation with the instructions. We used a hybrid design of alternating treatments and multiple baselines to evaluate the effects of the intervention. We briefly assessed maintenance after the systematic fading of the intervention and again after 2 weeks. The results suggest that attending occurred through listener responding rather than through the traditional measures of eye gaze and orienting. We explore the effects in terms of stimulus control, behavioral classes, component skills, chaining, and high‐p and low‐p effects. [ABSTRACT FROM AUTHOR]

Telehealth uses electronic information and telecommunication technologies to deliver long‐distance clinical services. It has successfully been used by clinical professionals to teach family and staff members to provide evidence‐based assessment and treatment procedures. There is no research to date, however, evaluating the use of telehealth to directly teach individuals with intellectual and developmental disabilities (IDD). Thus, we evaluated the efficacy of a telehealth intervention using total task chaining with least‐to‐most prompting delivered via videoconference to 2 adults with IDD. Both participants demonstrated low independent responding during baseline with enhanced written instructions present. During intervention, which included vocal and model prompting, both participants met the mastery criterion for each skill in fewer than 15 sessions, which maintained after 2 weeks. Finally, both participants expressed satisfaction with the goals, procedures, and effects of the intervention. We discuss the broader scope of the intervention for individuals with disabilities when face‐to‐face services may not be feasible. [ABSTRACT FROM AUTHOR]

Expansion of piñon ( Pinus spp.) and juniper ( Juniperus spp.) trees into semi-arid sagebrush steppe may cause these systems to pass a biotic threshold into weed dominance and recurrent fire, as well as pass an abiotic threshold of accelerated soil erosion. To determine effects of chaining to reduce trees and seeding to increase vegetation cover, we measured runoff and sediment after natural precipitation on 10 m2 intercanopy runoff plots on untreated and treated areas over a 5-year period. The former sagebrush steppe study site was in an advanced phase of tree infilling before treatment and is underlain by lacustrine sediments with clay loam soils on moderate steep slopes. These characteristics, and the potential for high-intensity thundershowers, make this site one of high soil erosion potential. Chaining-seeding greatly increased vegetation cover from 4.5% on untreated plots to 23.5% on chained-seeded plots by the first year after treatment. These cover increases were associated with runoff that was reduced from 44.2 to 9.4 L and sediment from 557.9 to 53.9 g from runoff plots, averaged over the 5 years. Piecewise regression indicated significant threshold decreases in runoff and sediment when vegetation cover exceeded 12 and 11%. High annual precipitation (53 cm) supported successful revegetation on this site in association with chaining and produced sufficient intercanopy cover to reverse an abiotic threshold of soil loss that is associated with advanced tree infilling. Tree reduction and restoration of intercanopy vegetation may have significant hydrologic benefits on sites with high erosion potential where piñon-juniper has expanded into sagebrush steppe. [ABSTRACT FROM AUTHOR]

This study tested a core postulate of social cognitive theory: i.e., that perception precedes cognition in the development of behavior. Using data from four of the first five waves of the 1725-member (918 males, 807 females) National Youth Survey (NYS), youth perception of parental attitude toward deviance and youth attitude toward deviance at Waves 2 and 3 were tested as possible mediators of the relationship between Wave 1 parental attitude toward deviance and self-reported delinquency at Wave 5. The target chain was both significant and significantly stronger than the reverse chain and there was no evidence that age, race, or sex moderated this mediated relationship. These results support the presence of a chaining process in which proximal social, perceptual, and cognitive events link to distal behavioral outcomes like delinquency. [ABSTRACT FROM AUTHOR]

Echoics are a critical target of language intervention for children with autism, because a well- established echoic repertoire on the part of the child allows the clinician to use vocal modeling as a flexible, low-effort prompting procedure during teaching. In this study, we implemented a chaining procedure to increase the complexity of echoics in 2 children with autism and 1 child with developmental delay. The procedure was effective for all 3 participants, and gains were maintained after treatment was withdrawn in most cases. [ABSTRACT FROM AUTHOR]