Problematic video play has been well documented over the course of the last decade. So much so the DSM-5 (APA, 2013) has included problematic video gaming as disorder categorized as Internet Gaming Disorder. The field of applied behavior analysis has been utilizing functional assessments for the last 30 years and has showed evidence of effective results across different populations and environments. Therefore, the purpose of this investigation (comprising three studies) was to validate an indirect functional assessment entitled the Video Game Functional Assessment-Revised (VGFA-R). Using academic experts in the field of video game addiction and applied behavioral analysis (n=6), the first study examined the content validity of the VGFA-R and was able to demonstrate the assessment exceeded the criterion for an established assessment. A second study comprising a survey of 467 gamers examined the factorability by using a confirmatory factor analysis, and found that VGFA-R had an overall variance above .60.Within the third laboratory-based study using gamers (n=11), the VGFA-R was examined for construct validity and found the VGFA-R was able to predict 85% of the appropriate function of behavior. Implications of the study are discussed along with the strengths and limitations of the study and future research directions.

This study compared disability knowledge, frequency and intensity of contact, and multidimensional and disability-specific attitudes of 923 college students with (n = 71) and without (n = 852) disabilities at a large Midwestern university. Data indicated participants with disabilities rated themselves as having more extensive disability knowledge and greater frequency and intensity of disability contact as compared to participants without disabilities. Furthermore, scenario date suggested (a) participants with disabilities perceived the subjects of the scenarios as more deserving of college educational accommodation than did their peers without disabilities, (b) both groups of participants chose subjects of scenarios with more obvious educational limitations as deserving of accommodation more frequently than they chose subjects with less obvious limitations, and (c) out of 10 types of educational accommodation, all participants selected similar accommodations across the 12 presented disabilities. Study implications for rehabilitation counselors and future research are suggested.

BackgroundInternet gaming disorder (IGD) was introduced in the DSM-5 as a way of identifying and diagnosing problematic video game play. However, the use of the diagnosis is constrained, as it shares criteria with other addictive orders (e.g., pathological gambling).AimsFurther work is required to better understand IGD. One potential avenue of investigation is IGD’s relationship to the primary reinforcing behavioral functions. This study explores the relationship between duration of video game play and the reinforcing behavioral functions that may motivate or maintain video gaming.MethodsA total of 499 video game players began the online survey, with complete data from 453 participants (85% white and 28% female), were analyzed. Individuals were placed into five groups based on self-reported hours of video gaming per week, and completed the Video Game Functional Assessment – Revised (VGFA-R).ResultsThe results demonstrated the escape and social attention function were significant in predicting duration of video game play, whereas sensory and tangible were not significant.ConclusionFuture implications of the VGFA-R and behaviorally based research are discussed.

This article explores ethical dilemmas associated with rehabilitation counselor service provision to individuals with AIDS/HIV, emphasizing the conflict between the duty to protect confidentiality and the duty to warn and the ethical and legal considerations pertaining to this conflict. A discussion on the limits of confidentiality, the application of the six ethical principles, the specific guidelines provided in rehabilitation counselors' code of ethics, and the legal actions that address the issue of duty to warn are provided.

Many students with print-related disabilities need alternative media such as Braille, audio, electronic text, or enlarged text to succeed at the postsecondary level. Currently, a variety of ways are available to acquire accessible print materials for these students. This article examines the current state of maximizing access to alternative media and how to navigate postsecondary alternative media service delivery systems. This article also reviews the roles and responsibilities of students, faculty, postsecondary disability support personnel, and publishing companies. Implications for rehabilitation counselors are also included as many of these professionals are employed in postsecondary disability support offices.