We conducted empirical analyses of training at 3 large regional police academies in the United States. We objectively examined the performance and learning of 3 classes, a total of 115 cadets, across 3 representative training approaches to defensive and control tactics. Experiment 1 examined the content and effects of single-session or block training across 8 weeks during the academy. Experiment 2 examined the content and effects of spaced sessions with small-group practice and scenario-based feedback across 8 weeks during the academy. Experiment 3 examined the content and effect of block training with scenariobased feedback across 15 weeks during the academy. Experiment 3 also demonstrated the impact of performance feedback on instructor behavior and cadet performance during the academy and 16 weeks after graduation. We provide recommendations and a call for research based on the performance and learning literature, grounded in behavioral science.

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Behavior problems such as language disruptions are increasing in conjunction with the population of elderly adults with dementia in nursing homes. However, few studies have included analyses appropriate for adults with dementia. In the current study, a multielement functional analysis was conducted with 2 elderly adults who exhibit language disruptions to determine whether the inclusion of programmed discriminative stimuli resulted in differential responding. Once differential responding was achieved, a functionally derived intervention was examined using a reversal design. For both participants, programmed discriminative stimuli resulted in greater differential responding between test and control conditions. For 1 of the 2 participants, only the functional analysis with programmed discriminative stimuli identified a functional relation and led to a function-based treatment. Implications for using discriminative stimuli during functional analyses will be discussed.