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Artificial intelligence (AI) has begun to affect nearly every aspect of our daily lives and nearly every industry and profession. Many readers of this journal likely work in one or more areas of behavioral health. For readers who work in behavioral health and who are interested in AI, the purpose of this article is to highlight the pervasiveness of AI research being conducted around many facets of behavioral health service delivery. To do this, we first provide a brief overview of some of the areas within AI and the types of problems each area of AI attempts to solve. We then outline the prototypical client journey in behavioral healthcare beginning with diagnosis/assessment and ending with intervention withdrawal or ongoing monitoring. Next, for each stage in the client journey, we highlight several areas that parallel existing behavior analytic practice where researchers have begun to use AI, often to improve the efficiency of service delivery or to learn new things that improve the effectiveness of behavioral health services. Finally, for those whose appetite has been whet for getting involved with AI, we close by describing three roles they might consider trying out and that parallel the three main domains of behavior analysis. These three roles are an AI tool designer (akin to EAB), AI tool implementer (akin to ABA), or AI tool supporter (akin to practice).

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Artificial intelligence (AI) is increasingly a part of our everyday lives. Though much AI work in healthcare has been outside of applied behavior analysis (ABA), researchers within ABA have begun to demonstrate many different ways that AI might improve the delivery of ABA services. Though AI offers many exciting advances, absent from the behavior analytic literature thus far is conversation around ethical considerations when developing, building, and deploying AI technologies. Further, though AI is already in the process of coming to ABA, it is unknown the extent to which behavior analytic practitioners are familiar (and comfortable) with the use of AI in ABA. The purpose of this article is twofold. First, to describe how existing ethical publications (e.g., BACB Code of Ethics) do and do not speak to the unique ethical concerns with deploying AI in everyday, ABA service delivery settings. Second, to raise questions for consideration that might inform future ethical guidelines when developing and using AI in ABA service delivery. In total, we hope this article sparks proactive dialog around the ethical use of AI in ABA before the field is required to have a reactionary conversation.

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Intraverbal behavior is a type of verbal behavior in which the response form has no point-to-point correspondence with its verbal stimulus. However, the form and occurrence of most intraverbals is under the control of multiple variables. Establishing this form of multiple control may depend on a variety of preestablished skills. The purpose of Experiment 1 was to evaluate these potential prerequisites with adult participants using a multiple probe design. The results suggest that training was not required for each putative prerequisite. In Experiment 2, probes for all skills were conducted following convergent intraverbal probes. The results showed that convergent intraverbals only emerged when proficiency of each skill was demonstrated. Finally, Experiment 3 evaluated alternating training of multiple tact and intraverbal categorization. The results showed that this procedure was effective for half of the participants.

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Objectives: Previous reviews highlight the similarities in teaching healthcare and hygiene routines to individuals with and without intellectual and developmental disabilities. Additionally, similar interventions are used when interfering behaviors occur. Although these routines are topographically distinct, there are enough similarities to suggest effective procedures for one routine may be used to inform another. This scooping review aims to identify effective teaching and intervention procedures for healthcare and hygiene routines specifically for individuals with intellectual and developmental disabilities. We also evaluated the extent to which functional analyses were conducted; a dimension not included in previous reviews. Methods: Eligible articles targeted compliance or tolerance within the context of a defined healthcare or hygiene routine as a dependent variable and used an experimental design with a demonstration of experimental control. Articles were identified through PsycINFO, PubMed, and Academic Search Premier databases. Additionally, a hand search of five related journals was conducted. Data were collected on dependent variables, functional analyses, baseline contingencies, teaching procedures, and additional experimental components. Results: A total of 52 articles met inclusion criteria. Most experiments produced positive outcomes. The findings show all experiments involved a treatment package with multiple components. The most common teaching procedures were graduated exposure and DRA. A lack of functional analyses and social validity was noted. Conclusions: Component analyses are needed to identify the most effective and efficient procedures. Pyramidal training to teach medical professionals how to provide preventative pyramidal training should be explored. Supplementary Information: The online version contains supplementary material available at 10.1007/s41252-022-00249-7.

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Being familiar with world religions and their diverse practices is referred to as religious literacy. The present study compared the effects of stimulus equivalence-based instruction (EBI) and video lecture (VL) to increase religious literacy in middle-school students; 10 participants were assigned to either the EBI or the VL group. Participants in the EBI group were taught five 6-member equivalence classes using match-to-sample (MTS) software on a computer. Within each class of (1) Judaism, (2) Islam, (3) Christianity, (4) Hinduism, and (5) Buddhism, the visual stimulus members were (A) name of the religion, (B) major religious symbol, (C) sacred text, (D) notable religious figure, (E) name of religious service leader, and (F) notable celebrated holiday. The VL participants were given an opportunity to complete a fill-in written worksheet while viewing a video lecture about the 5 religions using the same stimuli as the EBI group. Participant responding in each group was compared across worksheet, oral, and MTS pretests and posttests. The results showed that 5 of 5 participants in the EBI group formed equivalence classes but only 1of 5 did so in the VL group. Class-consistent responding generalized to oral vignettes to a greater degree for the EBI participants than for the VL participants. In addition, at an approximately 2-week follow-up, EBI participants maintained class-consistent responding to a greater degree than VL participants did. Duration measures showed that even though EBI was more effective, EBI training did require more time than the VL did. Although not explicitly programmed for, social distance survey scores showed that participants improved equally in their ratings of the acceptability of people from other faiths following training, regardless of training type. Thus, EBI may be an effective method to teach schoolchildren about religious literacy.

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The purpose of this study was to evaluate the effects of tact and intraverbal training on the establishment of generalized equivalence classes. Seventeen college students were exposed to tact training, listener testing, and intraverbal training (A'B' and B'C') in two experiments. Visual-visual matching-to-sample and intraverbal tests measured performances consistent with the formation of equivalence classes. Generalization was assessed with four novel sets of stimuli. In the second experiment, matching-to-sample tests for baseline relations (AB, BC) were eliminated to control for the possibility that equivalence classes were developed through exposure to these visual stimulus-stimulus relations. Thirteen of 17 participants passed all matching-to-sample and intraverbal posttests. Results suggest that when trained and emergent intraverbal relations were not maintained or were faulty, participants did not respond correctly during matching-to-sample posttests.

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The purpose of this three-experiment study was to evaluate whether performance consistent with the formation of equivalence classes could be established after training adults to tact and intraverbally relate the names of visual stimuli. Fourteen participants were exposed to tact training, listener testing, and intraverbal training (A'B' and B'C') prior to matching-to-sample (MTS) and intraverbal posttests presented in different sequences across experiments. All participants demonstrated emergent MTS and intraverbal relations consistent with equivalence class formation. More importantly, all participants emitted experimentally defined or self-generated tacts or intraverbally named the correct sample-comparison pairs at some point during posttests. These results are consistent with the intraverbal naming account (Horne & Lowe, 1996) in that participants who passed novel relations MTS tests also demonstrated emergence of corresponding intraverbal relations. However, verbal reports and latency data suggest that participants did not necessarily have to use intraverbal naming as a problem solving strategy continuously throughout MTS posttests. These results extended previous research by showing that verbal behavior training of baseline relations (A'B' and B'C') is sufficient to establish novel conditional relations consistent with equivalence class formation.

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