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During situations in which a gunman is present on a school campus, lockdowns are initiated until the threat is removed. However, there are no data demonstrating an effective teaching strategy to increase students' correct responding during a lockdown. We evaluated the effectiveness of behavioral skills training (BST) to teach three groups of kindergarten students how to respond during lockdown drills. Results showed that participant groups displayed increases in correct steps and decreases in noise levels after BST was implemented; these effects maintained following training.

Treatments based on differential reinforcement of alternative behavior, such as functional communication training, are widely used. Research regarding the maintenance of related treatment effects is limited. Nevin and Wacker (2013) provided a conceptual framework, rooted in behavioral momentum theory, for the study of treatment maintenance that addressed two components: (a) reemergence of problem behavior, and (b) continued expression of appropriate behavior. In the few studies on this topic, focus has been on variables impacting the reemergence of problem behavior, with fewer studies evaluating the persistence of appropriate behavior. Given the findings from applied research related to functional communication training, variables related to response topography, such as response preference, may impact this aspect of maintenance. In the current study, the impact of response preference on persistence was evaluated in the context of functional communication training for individuals who did not exhibit problem behavior (Experiment 1) and for individuals with a history of reinforcement for problem behavior (Experiment 2). High-preferred mands were more persistent than low-preferred mands. These findings suggest that response related variables, such as response preference, impact response persistence and further suggest that response related variables should be considered when developing interventions such as functional communication training.

Several reinforcer-related variables influence a response's resistance to change (Nevin, 1974). Reinforcer type (i.e., conditioned or unconditioned) is a reinforcer-related variable that has not been studied with humans but may have clinical implications. In Experiment 1, we identified unconditioned and conditioned reinforcers of equal preference. In Experiments 2, 3, and 4, we reinforced participants' behavior during a baseline phase using a multiple variable-interval (VI) 30-s VI 30-s schedule with either conditioned (i.e., token) or unconditioned (i.e., food; one type of reinforcement in each component) reinforcement. After equal reinforcement rates across components, we introduced a disruptor. Results of Experiments 2 and 3 showed that behaviors were more resistant to extinction and distraction, respectively, with conditioned than with unconditioned reinforcers. Results of Experiment 4, however, showed that when prefeeding disrupted responding, behaviors were more resistant to change with unconditioned reinforcers than with conditioned reinforcers.