Pub Date : 2021-05-02DOI: 10.1080/15021149.2021.1910465
Jennifer M. Frazee, R. O'neill, J. Mercer, Jennifer M. Fletcher
ABSTRACT Both function-based interventions and group contingency strategies have been used by behavior analysts for multiple decades to both promote desired behavior and reduce challenging behavior. The current study assessed the comparative impact on off-task behavior of students with mild to moderate intellectual disabilities of interdependent group contingencies employing either function-matched or nonfunction-matched reinforcers during academic work periods. The results demonstrated that both versions had a positive impact in reducing off-task behavior, with some indication that the function-matched reinforcer condition may have been somewhat more effective. Limitations of the study are discussed along with suggestions for future research in this area.
{"title":"Are functionally identified reinforcers more effective in interdependent group contingencies?","authors":"Jennifer M. Frazee, R. O'neill, J. Mercer, Jennifer M. Fletcher","doi":"10.1080/15021149.2021.1910465","DOIUrl":"https://doi.org/10.1080/15021149.2021.1910465","url":null,"abstract":"ABSTRACT Both function-based interventions and group contingency strategies have been used by behavior analysts for multiple decades to both promote desired behavior and reduce challenging behavior. The current study assessed the comparative impact on off-task behavior of students with mild to moderate intellectual disabilities of interdependent group contingencies employing either function-matched or nonfunction-matched reinforcers during academic work periods. The results demonstrated that both versions had a positive impact in reducing off-task behavior, with some indication that the function-matched reinforcer condition may have been somewhat more effective. Limitations of the study are discussed along with suggestions for future research in this area.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"1 1","pages":"226 - 247"},"PeriodicalIF":0.0,"publicationDate":"2021-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77617680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-11DOI: 10.1080/15021149.2021.1896070
Alexandra C. Miller, Reagan E Cox, Remington M. Swensson, Juliana S. C. D. Oliveira, A. Petursdottir
ABSTRACT We evaluated the effect of interfering with echoic responses during stimulus pairing on preschool-age children’s responses in tact probes. During stimulus pairing, children viewed presentations of national flags paired with the spoken names of the corresponding countries. In the echoic condition, participants were required to vocally repeat each name as it was presented. In the blocking condition, participants were required to perform the presumed incompatible response of labeling the color of the background on which the flag was presented. In a third condition, there was no response requirement. Emergent vocal tacting of flag stimuli was evaluated in probes. Four of five participants’ behavior during stimulus pairing was affected by the experimental manipulation, but tact emergence varied across participants and conditions and seemed unrelated to the manipulation. The results are congruent with other research on the functional role of the echoic in emergent tacting.
{"title":"Effects of blocking echoic responses on tact emergence following stimulus pairing","authors":"Alexandra C. Miller, Reagan E Cox, Remington M. Swensson, Juliana S. C. D. Oliveira, A. Petursdottir","doi":"10.1080/15021149.2021.1896070","DOIUrl":"https://doi.org/10.1080/15021149.2021.1896070","url":null,"abstract":"ABSTRACT We evaluated the effect of interfering with echoic responses during stimulus pairing on preschool-age children’s responses in tact probes. During stimulus pairing, children viewed presentations of national flags paired with the spoken names of the corresponding countries. In the echoic condition, participants were required to vocally repeat each name as it was presented. In the blocking condition, participants were required to perform the presumed incompatible response of labeling the color of the background on which the flag was presented. In a third condition, there was no response requirement. Emergent vocal tacting of flag stimuli was evaluated in probes. Four of five participants’ behavior during stimulus pairing was affected by the experimental manipulation, but tact emergence varied across participants and conditions and seemed unrelated to the manipulation. The results are congruent with other research on the functional role of the echoic in emergent tacting.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"31 1","pages":"213 - 225"},"PeriodicalIF":0.0,"publicationDate":"2021-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88386419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/15021149.2021.1948721
Rebecca A. Sharp, J. C. Hughes
The Experimental Analysis of Behavior Group hosted its biennial conference at University College London from the 10 to the 12 of April 2017. The conference grew in both size and reach from previous years, with the 2017 meeting attended by more than 400 delegates from all over the world (the UK, Europe, and further afield). The event was attended by a range of practitioners, researchers, students, and other key stakeholders such as parents and speech language therapists. Following the inaugural Professor Fergus Lowe Memorial Keynote Address in 2015, the keynote address in 2017 was delivered by Dr Anthony Biglan, a Senior Scientist at the Oregon Research Institute, the Co-Director of the Promise Neighborhood Research Consortium, and the author of the book The Nurture Effect. We were also fortunate to host two talks by invited speakers. Dr Corinna Grindle (Bangor University, Positive Behavioural Solutions) gave the first Sharland Foundation, SF-DDARIN Invited Talk on using behavior analysis to teach reading, maths and writing to children with autism. Dr Jennifer Austin (University of South Wales) presented on behavior-analytic assessments and interventions with typically developing children within schools. In addition to the invited talks, we hosted Manny Rodriguez, Daniel Sundberg, and Shannon Biagi, USbased leaders in the field of organizational behavior management (OBM) who gave a specialized tutorial invited by the UK Society for Behavior Analysis OBM Special Interest Group. There were 24 events, including symposia, poster sessions, invited addresses, and workshops. The diversity of the events showed the breadth of behavior analysis in Europe, and EABG’s strong ties to international behavior analysis. There were presentations of both applied and basic work that addressed a variety of subfields and applications (e.g., the experimental analysis of behavior applied to people with dementia, people with developmental disabilities, children and adults). There were symposia addressing equivalence learning, ethical issues in clinical practice, Relational Frame Theory, school-based interventions, and positive behavior support. The current issue contains two papers based on presentations given at the EABG 2017 conference. Hansen and Arntzen (2018) demonstrated that eye movements can be a useful measure of performance in conditional discrimination tasks, and that different training structures were differentially effective in teaching conditional discriminations. Brogård-Antonsen and Arntzen (2020) showed that older participants performed more
{"title":"The Experimental Analysis of Behaviour Group (EABG) – 2017 meeting","authors":"Rebecca A. Sharp, J. C. Hughes","doi":"10.1080/15021149.2021.1948721","DOIUrl":"https://doi.org/10.1080/15021149.2021.1948721","url":null,"abstract":"The Experimental Analysis of Behavior Group hosted its biennial conference at University College London from the 10 to the 12 of April 2017. The conference grew in both size and reach from previous years, with the 2017 meeting attended by more than 400 delegates from all over the world (the UK, Europe, and further afield). The event was attended by a range of practitioners, researchers, students, and other key stakeholders such as parents and speech language therapists. Following the inaugural Professor Fergus Lowe Memorial Keynote Address in 2015, the keynote address in 2017 was delivered by Dr Anthony Biglan, a Senior Scientist at the Oregon Research Institute, the Co-Director of the Promise Neighborhood Research Consortium, and the author of the book The Nurture Effect. We were also fortunate to host two talks by invited speakers. Dr Corinna Grindle (Bangor University, Positive Behavioural Solutions) gave the first Sharland Foundation, SF-DDARIN Invited Talk on using behavior analysis to teach reading, maths and writing to children with autism. Dr Jennifer Austin (University of South Wales) presented on behavior-analytic assessments and interventions with typically developing children within schools. In addition to the invited talks, we hosted Manny Rodriguez, Daniel Sundberg, and Shannon Biagi, USbased leaders in the field of organizational behavior management (OBM) who gave a specialized tutorial invited by the UK Society for Behavior Analysis OBM Special Interest Group. There were 24 events, including symposia, poster sessions, invited addresses, and workshops. The diversity of the events showed the breadth of behavior analysis in Europe, and EABG’s strong ties to international behavior analysis. There were presentations of both applied and basic work that addressed a variety of subfields and applications (e.g., the experimental analysis of behavior applied to people with dementia, people with developmental disabilities, children and adults). There were symposia addressing equivalence learning, ethical issues in clinical practice, Relational Frame Theory, school-based interventions, and positive behavior support. The current issue contains two papers based on presentations given at the EABG 2017 conference. Hansen and Arntzen (2018) demonstrated that eye movements can be a useful measure of performance in conditional discrimination tasks, and that different training structures were differentially effective in teaching conditional discriminations. Brogård-Antonsen and Arntzen (2020) showed that older participants performed more","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"25 1","pages":"2 - 3"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80743431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-24DOI: 10.1080/15021149.2020.1863068
Anette Brogård-Antonsen, E. Arntzen
ABSTRACT The present experiment studied the influence of simultaneous matching-to-sample (SMTS) or delayed matching-to-sample (DMTS 0 s) using the many-to-one (MTO) or one-to-many (OTM) training structures on the formation of equivalence classes in older and younger adults. Sixty older adults and 16 younger adults were divided into four groups: (1) SMTS-MTO, (2) SMTS-OTM, (3) DMTS 0 s-MTO, and (4) DMTS 0 s-OTM. All of the younger adults established conditional discriminations, whereas only 35 of the 60 older adults did the same. The SMTS-OTM had the lowest number of trials to mastery criterion for the older adults, and the SMTS-MTO group had the highest number of participants forming equivalence classes. In the younger adults, the differences in trials to mastery criterion were minimal, and there were no differences in the equivalence tests across groups. The older adults had a higher reaction time to comparison stimuli than the younger adults.
{"title":"Matching-to-sample performance in older and younger adults","authors":"Anette Brogård-Antonsen, E. Arntzen","doi":"10.1080/15021149.2020.1863068","DOIUrl":"https://doi.org/10.1080/15021149.2020.1863068","url":null,"abstract":"ABSTRACT The present experiment studied the influence of simultaneous matching-to-sample (SMTS) or delayed matching-to-sample (DMTS 0 s) using the many-to-one (MTO) or one-to-many (OTM) training structures on the formation of equivalence classes in older and younger adults. Sixty older adults and 16 younger adults were divided into four groups: (1) SMTS-MTO, (2) SMTS-OTM, (3) DMTS 0 s-MTO, and (4) DMTS 0 s-OTM. All of the younger adults established conditional discriminations, whereas only 35 of the 60 older adults did the same. The SMTS-OTM had the lowest number of trials to mastery criterion for the older adults, and the SMTS-MTO group had the highest number of participants forming equivalence classes. In the younger adults, the differences in trials to mastery criterion were minimal, and there were no differences in the equivalence tests across groups. The older adults had a higher reaction time to comparison stimuli than the younger adults.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"1 1","pages":"22 - 39"},"PeriodicalIF":0.0,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83795905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.1080/15021149.2020.1859348
Aoife Mc Tiernan, Jennifer Holloway, O. Healy, R. Kubina
ABSTRACT Research examining behavioural fluency to date has demonstrated positive outcomes in relation to the efficacy of such interventions to increase the rate of correct responding with targeted mathematics skills. Equally as important is the necessity to investigate potential moderators of behavioural fluency so that the most effective instructional approaches can be implemented. The current study investigated the ability of individual differences and implementation variables to moderate outcomes of a frequency building intervention targeting mathematics skills with 71 participants. Participant age, grade, gender, standardised measures of mathematical ability, pre-intervention rates of correct responding with instructional materials, and intervention intensity were investigated as moderating variables. Participant age, pre-test rates of correct responding, and intervention intensity demonstrated the greatest ability to moderate intervention outcomes. The findings are discussed in relation to the importance of matching frequency building interventions to individual students’ needs.
{"title":"An investigation of moderators of a precision teaching and frequency building intervention","authors":"Aoife Mc Tiernan, Jennifer Holloway, O. Healy, R. Kubina","doi":"10.1080/15021149.2020.1859348","DOIUrl":"https://doi.org/10.1080/15021149.2020.1859348","url":null,"abstract":"ABSTRACT Research examining behavioural fluency to date has demonstrated positive outcomes in relation to the efficacy of such interventions to increase the rate of correct responding with targeted mathematics skills. Equally as important is the necessity to investigate potential moderators of behavioural fluency so that the most effective instructional approaches can be implemented. The current study investigated the ability of individual differences and implementation variables to moderate outcomes of a frequency building intervention targeting mathematics skills with 71 participants. Participant age, grade, gender, standardised measures of mathematical ability, pre-intervention rates of correct responding with instructional materials, and intervention intensity were investigated as moderating variables. Participant age, pre-test rates of correct responding, and intervention intensity demonstrated the greatest ability to moderate intervention outcomes. The findings are discussed in relation to the importance of matching frequency building interventions to individual students’ needs.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"45 1","pages":"194 - 212"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86679289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-30DOI: 10.1080/15021149.2020.1815507
Jamie Hughes-Lika, M. Chiesa
ABSTRACT PECS training for children with Autism Spectrum Disorder and Intellectual Disabilities has been extensively evaluated. In contrast, there is a dearth of literature on outcomes of PECS training for adults lacking functional communication skills. A literature search produced five empirical studies involving PECS training with 18 adults. The participants involved presented with a wider range of intellectual and physical challenges than those typically found in child-related research. Where noted, severity of diagnoses ranged from mild to profound and included participants with single, dual and triple diagnoses, the majority with dual diagnoses. Each of the studies shows results in line with child-related research. While the amount of research is limited, the outcomes of these few studies are profound in their implications for adults with a variety of intellectual disabilities and physical challenges. Implications for both children and adults are considered.
{"title":"The picture exchange communication system and adults lacking functional communication: A research review","authors":"Jamie Hughes-Lika, M. Chiesa","doi":"10.1080/15021149.2020.1815507","DOIUrl":"https://doi.org/10.1080/15021149.2020.1815507","url":null,"abstract":"ABSTRACT PECS training for children with Autism Spectrum Disorder and Intellectual Disabilities has been extensively evaluated. In contrast, there is a dearth of literature on outcomes of PECS training for adults lacking functional communication skills. A literature search produced five empirical studies involving PECS training with 18 adults. The participants involved presented with a wider range of intellectual and physical challenges than those typically found in child-related research. Where noted, severity of diagnoses ranged from mild to profound and included participants with single, dual and triple diagnoses, the majority with dual diagnoses. Each of the studies shows results in line with child-related research. While the amount of research is limited, the outcomes of these few studies are profound in their implications for adults with a variety of intellectual disabilities and physical challenges. Implications for both children and adults are considered.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"8 1","pages":"40 - 58"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88790977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-22DOI: 10.1080/15021149.2020.1795556
Samantha Bergmann, Tiffany Kodak, Gabriella Van Den Elzen, T. Jones, Brittany Benitez
ABSTRACT An auditory discrimination involves differential behavior in the presence of auditory stimuli due to a history of reinforcement. A dearth of research on the instruction of auditory discrimination is in the behavior-analytic literature, so identifying strategies to teach this skill is necessary. This might be especially pertinent for individuals diagnosed with autism spectrum disorder (ASD) with impaired auditory discrimination repertoires. The current study evaluated the efficacy and efficiency of go/no-go, do this/do that, and auditory match-to-sample on the acquisition of novel auditory discrimination tasks with three children with ASD and two children of typical development in a total of ten comparisons. At least one condition was efficacious for all participants. The do this/do that procedure was more likely to be efficacious and efficient compared to go/no-go and auditory match-to-sample.
{"title":"Efficacy and efficiency of auditory discrimination procedures for children with autism spectrum disorder and typical development: A preliminary investigation","authors":"Samantha Bergmann, Tiffany Kodak, Gabriella Van Den Elzen, T. Jones, Brittany Benitez","doi":"10.1080/15021149.2020.1795556","DOIUrl":"https://doi.org/10.1080/15021149.2020.1795556","url":null,"abstract":"ABSTRACT An auditory discrimination involves differential behavior in the presence of auditory stimuli due to a history of reinforcement. A dearth of research on the instruction of auditory discrimination is in the behavior-analytic literature, so identifying strategies to teach this skill is necessary. This might be especially pertinent for individuals diagnosed with autism spectrum disorder (ASD) with impaired auditory discrimination repertoires. The current study evaluated the efficacy and efficiency of go/no-go, do this/do that, and auditory match-to-sample on the acquisition of novel auditory discrimination tasks with three children with ASD and two children of typical development in a total of ten comparisons. At least one condition was efficacious for all participants. The do this/do that procedure was more likely to be efficacious and efficient compared to go/no-go and auditory match-to-sample.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"23 1","pages":"74 - 100"},"PeriodicalIF":0.0,"publicationDate":"2020-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89334666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-17DOI: 10.1080/15021149.2020.1791682
Nicole Pfaller-Sadovsky, Camilo Hurtado-Parrado
ABSTRACT Mounting interest in the evolutionary and contemporary aspects of human-dog association has resulted in growing research efforts from different disciplines. Despite its potential to contribute, behavior-analytic research efforts are scarce. We illustrate how the behavior-analytic three-level selection by consequences framework could inform research on human-dog interactions. The notions of interlocking behavioral contingencies and metacontingencies are applied to interpret specific interactions and suggest potential lines of research. We first analyze the development of cooperative human-dog hunting, and its implications for interspecific social-communicative skills. Second, we discuss contemporary family interactions between parents, children and dogs via an analysis of a prototypic social episode. Lastly, we provide an overview of the main approaches that have contributed to the understanding of human-dog interactions (e.g., anthrozoological), and show how their findings can be placed within the behavior-analytic framework. The selectionist framework is a cohesive approach that can importantly contribute to synthesize a large amount of scattered research on human-dog relationships conducted across various fields, and may inform further research applications.
{"title":"A cultural selection analysis of human-dog interactions – A primer","authors":"Nicole Pfaller-Sadovsky, Camilo Hurtado-Parrado","doi":"10.1080/15021149.2020.1791682","DOIUrl":"https://doi.org/10.1080/15021149.2020.1791682","url":null,"abstract":"ABSTRACT Mounting interest in the evolutionary and contemporary aspects of human-dog association has resulted in growing research efforts from different disciplines. Despite its potential to contribute, behavior-analytic research efforts are scarce. We illustrate how the behavior-analytic three-level selection by consequences framework could inform research on human-dog interactions. The notions of interlocking behavioral contingencies and metacontingencies are applied to interpret specific interactions and suggest potential lines of research. We first analyze the development of cooperative human-dog hunting, and its implications for interspecific social-communicative skills. Second, we discuss contemporary family interactions between parents, children and dogs via an analysis of a prototypic social episode. Lastly, we provide an overview of the main approaches that have contributed to the understanding of human-dog interactions (e.g., anthrozoological), and show how their findings can be placed within the behavior-analytic framework. The selectionist framework is a cohesive approach that can importantly contribute to synthesize a large amount of scattered research on human-dog relationships conducted across various fields, and may inform further research applications.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"58 1","pages":"248 - 274"},"PeriodicalIF":0.0,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82497768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/15021149.2019.1685247
S. Cowie
ABSTRACT The idea that reinforcers control behaviour because they alter behaviour’s strength has been key to both research and practice in behaviour analysis. Yet despite substantial research, the duration, magnitude, and target of reinforcer strengthening is not clearly set out by existing theories of behaviour. In fact, this research has generated more questions than answers, prompting some behaviour analysts to call for novel approaches to understanding the transaction between behaviour and environment. This article considers three key questions a response-strength approach to understanding behaviour has failed to answer, and then explores how we might understand behavior in terms of control by correlations, affordances, and dispositions, instead of control by strengthening. Ultimately, the data suggest that the transaction between behaviour, organism, and environment is best described without any reference to the hypothetical construct of response strength.
{"title":"Some weaknesses of a response-strength account of reinforcer effects","authors":"S. Cowie","doi":"10.1080/15021149.2019.1685247","DOIUrl":"https://doi.org/10.1080/15021149.2019.1685247","url":null,"abstract":"ABSTRACT The idea that reinforcers control behaviour because they alter behaviour’s strength has been key to both research and practice in behaviour analysis. Yet despite substantial research, the duration, magnitude, and target of reinforcer strengthening is not clearly set out by existing theories of behaviour. In fact, this research has generated more questions than answers, prompting some behaviour analysts to call for novel approaches to understanding the transaction between behaviour and environment. This article considers three key questions a response-strength approach to understanding behaviour has failed to answer, and then explores how we might understand behavior in terms of control by correlations, affordances, and dispositions, instead of control by strengthening. Ultimately, the data suggest that the transaction between behaviour, organism, and environment is best described without any reference to the hypothetical construct of response strength.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"107 1","pages":"348 - 363"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84720728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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