behavioral technology
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Author(s):  
Trina D. Spencer

AbstractAlthough behavior analysts are trained in discrete trial instruction, other instructional approaches like Direct Instruction are underutilized in behavior analytic practice. Direct Instruction is a specialized technology that capitalizes on sophisticated instructional design and highly effective delivery strategies. What makes Direct Instruction so powerful is that it emphasizes the development of generative repertoires and establishes them efficiently. The purpose of this article is to introduce 10 critical instructional design efforts that behavior analysts can use in their practice, regardless of the population they serve and repertoires they build. The 10 instructional design efforts are summarized in a Direct Instruction Planning Guide. Behavior analysts can follow this sequence of design efforts and refer to the guiding questions as they develop efficient instruction for their learners. In doing so, behavior analysts can take up the torch of Direct Instruction, extend this remarkable instructional approach into their research and practice, and strengthen the behavioral technology available to behavior analytic practitioners.


10.2196/15563 ◽  
2020 ◽  
Vol 22 (6) ◽  
pp. e15563 ◽  
Author(s):  
Sean D Young

A growing number of interventions incorporate digital and social technologies (eg, social media, mobile phone apps, and wearable devices) into their design for behavior change. However, because of a number of factors, including changing trends in the use of technology over time, results on the efficacy of these interventions have been mixed. An updated framework is needed to help researchers better plan behavioral technology interventions by anticipating the needed resources and potential changes in trends that may affect interventions over time. Focusing on the domain of health interventions as a use case, we present the Adaptive Behavioral Components (ABC) model for technology-based behavioral interventions. ABC is composed of five components: basic behavior change; intervention, or problem-focused characteristics; population, social, and behavioral characteristics; individual-level and personality characteristics; and technology characteristics. ABC was designed with the goals of (1) guiding high-level development for digital technology–based interventions; (2) helping interventionists consider, plan for, and adapt to potential barriers that may arise during longitudinal interventions; and (3) providing a framework to potentially help increase the consistency of findings among digital technology intervention studies. We describe the planning of an HIV prevention intervention as a case study for how to implement ABC into intervention design. Using the ABC model to plan future interventions might help to improve the design of and adherence to longitudinal behavior change intervention protocols; allow these interventions to adapt, anticipate, and prepare for changes that may arise over time; and help to potentially improve intervention behavior change outcomes. Additional research is needed on the influence of each of ABC’s components to help improve intervention design and implementation.


Author(s):  
Charles I. Abramson

This special issue of the International Journal of Comparative Psychology is devoted to the teaching of comparative psychology. The 12 papers in this issue represent a wide range of activities and collectively provide the teacher of comparative psychology with over 50 inquiry-based activities. These activities include a variety of animal demonstrations using both vertebrates and invertebrates and those related to teaching the history of comparative psychology. To help increase interest in comparative psychology within a psychology department, there is a paper describing how aspects of clinical psychology can be incorporated into a course on comparative psychology. Teachers of comparative psychology will also find a paper on how the oriental art of origami can help students understand aspects of evolution. For teachers of comparative psychology that wish to incorporate behavioral technology into their classrooms, there are papers that describe how to construct low-cost animal robots and to incorporate 3D printers, respectively. The issue closes with a paper on how to teach behavioral observation techniques.


2019 ◽  
Author(s):  
Sean D Young

UNSTRUCTURED A growing number of interventions incorporate digital and social technologies (eg, social media, mobile phone apps, and wearable devices) into their design for behavior change. However, because of a number of factors, including changing trends in the use of technology over time, results on the efficacy of these interventions have been mixed. An updated framework is needed to help researchers better plan behavioral technology interventions by anticipating the needed resources and potential changes in trends that may affect interventions over time. Focusing on the domain of health interventions as a use case, we present the Adaptive Behavioral Components (ABC) model for technology-based behavioral interventions. ABC is composed of five components: basic behavior change; intervention, or problem-focused characteristics; population, social, and behavioral characteristics; individual-level and personality characteristics; and technology characteristics. ABC was designed with the goals of (1) guiding high-level development for digital technology–based interventions; (2) helping interventionists consider, plan for, and adapt to potential barriers that may arise during longitudinal interventions; and (3) providing a framework to potentially help increase the consistency of findings among digital technology intervention studies. We describe the planning of an HIV prevention intervention as a case study for how to implement ABC into intervention design. Using the ABC model to plan future interventions might help to improve the design of and adherence to longitudinal behavior change intervention protocols; allow these interventions to adapt, anticipate, and prepare for changes that may arise over time; and help to potentially improve intervention behavior change outcomes. Additional research is needed on the influence of each of ABC’s components to help improve intervention design and implementation.


Rev Rene ◽  
2018 ◽  
Vol 19 ◽  
pp. e33808
Author(s):  
Michelle Aryanne Feitosa e Souza ◽  
Simone Soares Damasceno ◽  
Rachel de Sá Barreto Luna Callou Cruz ◽  
Maria Corina Amaral Viana ◽  
Ana Valeska Siebra Silva ◽  
...  

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