Extensive research has been conducted regarding the efficacy of brief experimental analysis BEA). However, no studies, to date, have investigated the validity of BEAs in an extended analysis incorporating all BEA intervention conditions. The purpose of this study was to further analyze the stability and effectiveness of interventions that were and were not identified through a BEA then confirm the results through an extended analysis of multiple interventions. A variation of a multi-element and alternating treatment design (ATD) was used to examine the effectiveness of brief experimental analysis (BEA) through extended analyses and follow-up treatment procedures on second and third grade students reading at least one year below grade level. Curriculum-based measurements and baseline data were collected followed by the implementation of a BEA which included the following interventions: repeated reading, listening passage preview, phrase drill, and contingent reinforcement. A multi-element/ATD was implemented using all four interventions until a trend in words correct per minute (WCPM) was established for each intervention. A follow-up datum point was collected on the most effective intervention in the BEA phase to determine short-term treatment maintenance. Results indicated that five of the eight students’ extended analyses supported the pre-established criteria of the BEA as measured by WCPM. In addition, the repeated reading intervention was found to be the most effective intervention for seven of the students. These findings suggest that the type of intervention administered is not as important as the amount of time spent practicing reading fluency. Thus, BEAs may not be an effective approach to predetermine the best intervention for students, but it is unlikely that the students will be disserviced by the implementation of this practice.

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This study examined whether the number of available play materials (toys) affected the occurrence of sharing behavior in preschool children. Eighteen four- and five-year-old children were assigned by age and gender to six same-sexed groups of three children each and were observed during three, 10-minute observation sessions. All groups were observed playing with one toy, two toys, and three toys. The children's play activities with the toy(s) were videotaped, and a behavioral coding system was developed to record those behaviors. The effect of toy condition on the sharing categories of Asked-for-Share, Partial Share, Overall Share (a category combining the highly correlated behaviors of Asked-for-Share and Spontaneous Share), and Spontaneous Share was analyzed. Age and gender were found to be unrelated to sharing. Only the effect of toy condition on Overall Share was statistically significant. Further analysis revealed that the three-toy condition affected the occurrence of Overall Share by reducing the amount of sharing. Implications for further research were discussed.

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Suicide and non-suicidal self-injury are concerning and prevalent phenomena in the United States; as a result, much research has been undertaken in order to investigate these topics (Centers for Disease Control and Prevention, 2015a). Although the exploration of risk factors is a common approach, other novel approaches have been developed in order to better understand self-directed violence (Klonsky & May, 2013). One of these is a focus on functions served by these behaviors, which is theorized to contribute to grasping their etiologies and help provide effective treatment (Glenn & Klonsky, 2011). Another approach is investigating implicit cognition and selfassociations’ influences on the development of self-directed violence (Glashouwer et al, 2010). The current study expanded on previous research by using these two novel approaches simultaneously, and measuring the association between the functional aspects of self-directed violence and the Suicide Implicit Association Test. Participants for this study included 32 adolescent inpatients hospitalized at River Valley Behavioral Health Hospital. The Suicide Implicit Association Test served as the independent variable in this study. The following measures served as dependent variables: the Inventory of Statements About Self-Injury, the Self-Harm Behavior Questionnaire, and the Suicide Attempt Self-Injury Interview. Regression analyses revealed non-significant associations for both intrapersonal (β=1.44, S.E.=.91, p=.13) and interpersonal (β=.004, S.E.=.5, p=.99) functions. Poisson regression analyses revealed non-significant associations for both intrapersonal (β=.01, S.E.=.21, p=.97, CI:-.41, .42) and interpersonal (β=.60, S.E.=.51, p=.24, 95% CI:-.40, 1.60) functions. A logistic regression analysis was used to examine the association between Suicide Implicit Association Test scores and number of previous suicide attempts, and this revealed a high odds ratio [OR =4.56, 95% CI: .36, 57.76]. Poisson regression analysis was used to examine the relationship between Suicide Implicit Association Test scores and the frequency of previous non-suicidal self-injury, and this revealed a significant positive association (β=.99, S.E.=.07, p=.00, 95% CI:.86, 1.13). Poisson regression analysis was used to examine the relationship between Suicide Implicit Association Test scores and the severity of previous suicidal ideation, and this revealed a significant positive association (β=1.09, S.E.=.23, p=.00, 95% CI: .65, 1.54).