Pub Date : 2020-07-02DOI: 10.1080/15021149.2020.1847953
Elena Cló, K. Dounavi
ABSTRACT Autism Spectrum Disorder is diagnosed when individuals demonstrate repetitive behaviours and restricted interests, especially in relation to social stimuli, that make it difficult for them to access socially reinforcing environments. Consequently, in most cases, behaviour analytic interventions initially have to focus on the establishment/conditioning of effective reinforcers. A systematic review was conducted of the literature on conditioned reinforcement that identified 33 relevant articles (published between 2002 and 2017). This article reports on the content analysis and quality of evidence and offers a summary of the findings reported in these papers. Four lines of research were identified: classical conditioning, operant conditioning, observational learning, and comparison studies. Differences and similarities are reported concerning procedures, type of stimuli to be conditioned, responses measured, reported effectiveness, and quality of evidence. Recommendations for future research and clinical practice are provided.
{"title":"A systematic review of behaviour analytic processes and procedures for conditioning reinforcers among individuals with autism, developmental or intellectual disability","authors":"Elena Cló, K. Dounavi","doi":"10.1080/15021149.2020.1847953","DOIUrl":"https://doi.org/10.1080/15021149.2020.1847953","url":null,"abstract":"ABSTRACT Autism Spectrum Disorder is diagnosed when individuals demonstrate repetitive behaviours and restricted interests, especially in relation to social stimuli, that make it difficult for them to access socially reinforcing environments. Consequently, in most cases, behaviour analytic interventions initially have to focus on the establishment/conditioning of effective reinforcers. A systematic review was conducted of the literature on conditioned reinforcement that identified 33 relevant articles (published between 2002 and 2017). This article reports on the content analysis and quality of evidence and offers a summary of the findings reported in these papers. Four lines of research were identified: classical conditioning, operant conditioning, observational learning, and comparison studies. Differences and similarities are reported concerning procedures, type of stimuli to be conditioned, responses measured, reported effectiveness, and quality of evidence. Recommendations for future research and clinical practice are provided.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"43 1","pages":"292 - 327"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87462932","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 : 2020-05-13DOI: 10.1080/15021149.2020.1752513
Hanne Augland, Torunn Lian, E. Arntzen
ABSTRACT The present study compared the effectiveness of a student active learning format (SALF) to equivalence-based instruction (EBI), in teaching behavior analytic terms. The EBI condition included matching-to-sample, and SALF included elements from interteaching. Participants experienced both SALF and EBI conditions. Two classes consisting of 48 and 33 participants were assigned to two groups. One group experienced EBI condition in an early phase of the course, while the other group, at the end of the course. The EBI and SALF conditions show to be equally effective. However, EBI was completed in less time than the SALF condition. Participants who met the criterion for stimulus equivalence had a higher score on two different tests for generalization. The results replicate earlier findings in that EBI proves to be effective in teaching concepts in college students. Furthermore, the present results extend previous findings by proving two student active learning formats to be equally effective.
{"title":"Comparing a student active learning format to equivalence-based instruction","authors":"Hanne Augland, Torunn Lian, E. Arntzen","doi":"10.1080/15021149.2020.1752513","DOIUrl":"https://doi.org/10.1080/15021149.2020.1752513","url":null,"abstract":"ABSTRACT The present study compared the effectiveness of a student active learning format (SALF) to equivalence-based instruction (EBI), in teaching behavior analytic terms. The EBI condition included matching-to-sample, and SALF included elements from interteaching. Participants experienced both SALF and EBI conditions. Two classes consisting of 48 and 33 participants were assigned to two groups. One group experienced EBI condition in an early phase of the course, while the other group, at the end of the course. The EBI and SALF conditions show to be equally effective. However, EBI was completed in less time than the SALF condition. Participants who met the criterion for stimulus equivalence had a higher score on two different tests for generalization. The results replicate earlier findings in that EBI proves to be effective in teaching concepts in college students. Furthermore, the present results extend previous findings by proving two student active learning formats to be equally effective.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"19 1","pages":"328 - 347"},"PeriodicalIF":0.0,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85110287","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 : 2020-05-13DOI: 10.1080/15021149.2020.1758989
H. King, D. Houlihan, Keith C. Radley, Duc Lai
ABSTRACT Behavior analysts have studied John A. Nevin’s behavior momentum theory (BMT) since its introduction over three decades ago. The work of applied and translational researchers led to the development of the high-probability command sequence (HPCS). However, as BMT has been extrapolated to applied settings from experimental laboratories, a trend among applied behavior analysts has been to intermingle the terms, BMT and HPCS. Researchers must address this problematic trend because theoretical frameworks established in an experimental setting are conceptual while behavior modification technologies are procedural. This review aims to discuss several important distinctions between BMT and HPCS in an effort to encourage the exploration of behavioral momentum in areas other than noncompliance and education.
自John A. Nevin的行为动量理论(Behavior momentum theory, BMT)在三十多年前提出以来，行为分析家一直在研究它。应用和转化研究人员的工作导致了高概率命令序列(HPCS)的发展。然而，由于BMT已经从实验实验室外推到应用环境中，应用行为分析师的趋势是将BMT和HPCS这两个术语混合在一起。研究人员必须解决这一问题趋势，因为在实验环境中建立的理论框架是概念性的，而行为改变技术是程序性的。本文旨在讨论BMT和HPCS之间的几个重要区别，以鼓励在不遵守和教育以外的领域探索行为动力。
{"title":"The evolution of high probability command sequences: Theoretical and procedural concerns","authors":"H. King, D. Houlihan, Keith C. Radley, Duc Lai","doi":"10.1080/15021149.2020.1758989","DOIUrl":"https://doi.org/10.1080/15021149.2020.1758989","url":null,"abstract":"ABSTRACT Behavior analysts have studied John A. Nevin’s behavior momentum theory (BMT) since its introduction over three decades ago. The work of applied and translational researchers led to the development of the high-probability command sequence (HPCS). However, as BMT has been extrapolated to applied settings from experimental laboratories, a trend among applied behavior analysts has been to intermingle the terms, BMT and HPCS. Researchers must address this problematic trend because theoretical frameworks established in an experimental setting are conceptual while behavior modification technologies are procedural. This review aims to discuss several important distinctions between BMT and HPCS in an effort to encourage the exploration of behavioral momentum in areas other than noncompliance and education.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"66 1","pages":"59 - 73"},"PeriodicalIF":0.0,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81387163","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 : 2020-04-24DOI: 10.1080/15021149.2020.1744349
D. Altus, E. K. Morris, Nathaniel G. Smith
ABSTRACT We examined the emergence of applied behavior analysis (ABA) through referencing patterns, analyzing 309 references cited in 36 ABA articles discerned as founding articles in prior research. We also analyzed 338 references in 26 articles in the first volume of the Journal of Applied Behavior Analysis (JABA) to see if referencing patterns changed as the field became institutionalized. We identified two research groups whose publications seemed particularly influential – the Ayllon and Wolf Groups. We also found five referencing patterns that revealed a higher frequency of: (a) journal articles, (b) applied research, (c) operant research, (d) recent publications, and (e) references to publications by Ayllon and Wolf, to co-authored publications, and to male-authored publications. The results for JABA were similar, suggesting these patterns were not altered by the field’s institutional founding. We discuss unexpected findings (e.g., the dearth of references to Skinner and classic articles), limitations, and suggestions for future research.
{"title":"A study in the emergence of applied behavior analysis through the referencing patterns in its founding articles","authors":"D. Altus, E. K. Morris, Nathaniel G. Smith","doi":"10.1080/15021149.2020.1744349","DOIUrl":"https://doi.org/10.1080/15021149.2020.1744349","url":null,"abstract":"ABSTRACT We examined the emergence of applied behavior analysis (ABA) through referencing patterns, analyzing 309 references cited in 36 ABA articles discerned as founding articles in prior research. We also analyzed 338 references in 26 articles in the first volume of the Journal of Applied Behavior Analysis (JABA) to see if referencing patterns changed as the field became institutionalized. We identified two research groups whose publications seemed particularly influential – the Ayllon and Wolf Groups. We also found five referencing patterns that revealed a higher frequency of: (a) journal articles, (b) applied research, (c) operant research, (d) recent publications, and (e) references to publications by Ayllon and Wolf, to co-authored publications, and to male-authored publications. The results for JABA were similar, suggesting these patterns were not altered by the field’s institutional founding. We discuss unexpected findings (e.g., the dearth of references to Skinner and classic articles), limitations, and suggestions for future research.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"71 1","pages":"101 - 132"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88492851","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 : 2020-04-07DOI: 10.1080/15021149.2020.1745526
Laurilyn D. Jones, F. Mechner
ABSTRACT All operant behaviors have multiple characteristics in addition to those criterial for reinforcement, and variation occurs across all. All such characteristics can also reflect topographic bias due to historic and physiological factors. The revealed operant is constructed so that topographic aspects and variation are measurable. In two experiments humans performed a revealed operant response of 14 or more keystrokes. The first and last were mandated, while the middle 12 or more were allowed to vary. There were significant differences in variability among participants, as well as systematic effects of the experimental designs. Despite not being reinforced, variability among complete sequences was high. Test conditions in Experiment 2 resulted in a much larger increase in variability than did suspension of reinforcement in Experiment 1. There was systematic topographic bias both for and against letter keys in the center of the keyboard. There were also correlations between measures of variability and bias.
{"title":"Noncriterial behavioral variability and related topographic bias in humans","authors":"Laurilyn D. Jones, F. Mechner","doi":"10.1080/15021149.2020.1745526","DOIUrl":"https://doi.org/10.1080/15021149.2020.1745526","url":null,"abstract":"ABSTRACT All operant behaviors have multiple characteristics in addition to those criterial for reinforcement, and variation occurs across all. All such characteristics can also reflect topographic bias due to historic and physiological factors. The revealed operant is constructed so that topographic aspects and variation are measurable. In two experiments humans performed a revealed operant response of 14 or more keystrokes. The first and last were mandated, while the middle 12 or more were allowed to vary. There were significant differences in variability among participants, as well as systematic effects of the experimental designs. Despite not being reinforced, variability among complete sequences was high. Test conditions in Experiment 2 resulted in a much larger increase in variability than did suspension of reinforcement in Experiment 1. There was systematic topographic bias both for and against letter keys in the center of the keyboard. There were also correlations between measures of variability and bias.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"40 1","pages":"186 - 216"},"PeriodicalIF":0.0,"publicationDate":"2020-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88463974","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 : 2020-04-02DOI: 10.1080/15021149.2020.1731260
Anette Brogård-Antonsen, E. Arntzen
ABSTRACT In the present study, a 91-year-old woman with Alzheimer’s disease participated. The purpose of the experiment was to study how repetitions of conditions affected correct responding in identity matching-to-sample. The participant was presented with identity matching training with three colors (yellow, blue, and red). It was alternated between (A) delayed matching-to-sample 0 s (DMTS 0 s) and (B) simultaneous matching-to-sample (SMTS). These two conditions were repeated in six phases in an ABABAB-design. In the second part of the experiment, the participant was exposed for the same six phases again but with another set of color stimuli (green, orange, and purple). The results showed that the number of trials needed to meet the criterion for training decreased as the conditions were repeated, also with the new set of stimuli.
{"title":"Identity matching in a person with Alzheimer’s disease","authors":"Anette Brogård-Antonsen, E. Arntzen","doi":"10.1080/15021149.2020.1731260","DOIUrl":"https://doi.org/10.1080/15021149.2020.1731260","url":null,"abstract":"ABSTRACT In the present study, a 91-year-old woman with Alzheimer’s disease participated. The purpose of the experiment was to study how repetitions of conditions affected correct responding in identity matching-to-sample. The participant was presented with identity matching training with three colors (yellow, blue, and red). It was alternated between (A) delayed matching-to-sample 0 s (DMTS 0 s) and (B) simultaneous matching-to-sample (SMTS). These two conditions were repeated in six phases in an ABABAB-design. In the second part of the experiment, the participant was exposed for the same six phases again but with another set of color stimuli (green, orange, and purple). The results showed that the number of trials needed to meet the criterion for training decreased as the conditions were repeated, also with the new set of stimuli.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"34 1","pages":"217 - 230"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87985417","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 : 2020-03-16DOI: 10.1080/15021149.2020.1737407
Francesca degli Espinosa, F. Gerosa, Veronica Brocchin-Swales
ABSTRACT Responding accurately to questions is a fundamental skill, currently under researched in the applied field. The present paper reports the results of a multiple-baseline design across stimulus sets to establish multiply controlled tacting to verbal (“What is it?” “What does it say?” “What color?” “What number?”) and nonverbal visual stimuli (colored objects, animals, and numbers). Two preschool children with autism were taught first to echo, then to tact, using matched autoclitic frames (e.g., “It’s a spoon,” “It’s a cat,” “It says meow,” “Color red,” “Number three”) to the verbal antecedent to establish generalized responding under multiple control. Following intervention, responding of both children generalized to novel members of the stimulus classes, and for one child, to a novel stimulus class. Question discrimination skills thus developed as a generalized response class under multiple sources of control, irrespective of the particular stimuli.
{"title":"Teaching multiply-controlled tacting to children with autism","authors":"Francesca degli Espinosa, F. Gerosa, Veronica Brocchin-Swales","doi":"10.1080/15021149.2020.1737407","DOIUrl":"https://doi.org/10.1080/15021149.2020.1737407","url":null,"abstract":"ABSTRACT Responding accurately to questions is a fundamental skill, currently under researched in the applied field. The present paper reports the results of a multiple-baseline design across stimulus sets to establish multiply controlled tacting to verbal (“What is it?” “What does it say?” “What color?” “What number?”) and nonverbal visual stimuli (colored objects, animals, and numbers). Two preschool children with autism were taught first to echo, then to tact, using matched autoclitic frames (e.g., “It’s a spoon,” “It’s a cat,” “It says meow,” “Color red,” “Number three”) to the verbal antecedent to establish generalized responding under multiple control. Following intervention, responding of both children generalized to novel members of the stimulus classes, and for one child, to a novel stimulus class. Question discrimination skills thus developed as a generalized response class under multiple sources of control, irrespective of the particular stimuli.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"21 1","pages":"173 - 193"},"PeriodicalIF":0.0,"publicationDate":"2020-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87336631","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 : 2020-03-12DOI: 10.1080/15021149.2020.1737406
Andrew J. Bulla, Jennifer L. Wertalik, Daniel A. Crafton
ABSTRACT Research has demonstrated that only approximately 63% of students beginning college complete a bachelor’s degree within six years. Active student responding (ASR) represents one behavior analytic practice that has garnered attention in higher education. Guidance on the type of questions asked during ASR activities appears minimal. The type of questions presented during ASR activities that yield the greatest learning outcomes represents an empirical question that has yet to be answered. The present paper sought to evaluate the effects of the type of question asked during response-card activities on the emergence of conceptual learning. The experimenters compared practice questions that ask students to recall specific definitions to practice questions that require the student to discriminate between examples and non-examples of concepts in order to determine the effects on performance on daily quizzes. The results suggest that questions asking students to classify examples and non-examples of concepts produce greater learning.
{"title":"A preliminary investigation of question type used during response card activities on establishing concept formation in an introductory college class","authors":"Andrew J. Bulla, Jennifer L. Wertalik, Daniel A. Crafton","doi":"10.1080/15021149.2020.1737406","DOIUrl":"https://doi.org/10.1080/15021149.2020.1737406","url":null,"abstract":"ABSTRACT Research has demonstrated that only approximately 63% of students beginning college complete a bachelor’s degree within six years. Active student responding (ASR) represents one behavior analytic practice that has garnered attention in higher education. Guidance on the type of questions asked during ASR activities appears minimal. The type of questions presented during ASR activities that yield the greatest learning outcomes represents an empirical question that has yet to be answered. The present paper sought to evaluate the effects of the type of question asked during response-card activities on the emergence of conceptual learning. The experimenters compared practice questions that ask students to recall specific definitions to practice questions that require the student to discriminate between examples and non-examples of concepts in order to determine the effects on performance on daily quizzes. The results suggest that questions asking students to classify examples and non-examples of concepts produce greater learning.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"23 1","pages":"133 - 150"},"PeriodicalIF":0.0,"publicationDate":"2020-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81827289","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 : 2020-03-02DOI: 10.1080/15021149.2020.1731259
Amy Tanner, K. Dounavi
ABSTRACT Over the past 10 years, very early detection of ASD has opened the way to establishing much-needed evidence-based interventions for infants under 18 months of age. A Behavior Skills Training package developed in a verbal behavior framework was the foundation for a parent-mediated service delivery model for 12–16-month infants presenting ASD symptoms. Training consisted of 12 weekly coaching sessions conducted with each parent-infant dyad in the family’s home with the aim to increase social, communication and play skills. A battery of assessment tools was used pre and post-training, while parent and infant target behaviors were scored through videos taken during weekly sessions. Results indicate that social communication behaviors increased in all infant-parent dyads, while severity and number of autism symptoms decreased. By beginning intervention during infancy, brain neuroplasticity is leveraged maximizing the child’s developmental trajectory. This is the first prospective study that provides a verbal behavior analytic framework to treat symptomatic infants.
{"title":"Maximizing the potential for infants at-risk for autism spectrum disorder through a parent-mediated verbal behavior intervention","authors":"Amy Tanner, K. Dounavi","doi":"10.1080/15021149.2020.1731259","DOIUrl":"https://doi.org/10.1080/15021149.2020.1731259","url":null,"abstract":"ABSTRACT Over the past 10 years, very early detection of ASD has opened the way to establishing much-needed evidence-based interventions for infants under 18 months of age. A Behavior Skills Training package developed in a verbal behavior framework was the foundation for a parent-mediated service delivery model for 12–16-month infants presenting ASD symptoms. Training consisted of 12 weekly coaching sessions conducted with each parent-infant dyad in the family’s home with the aim to increase social, communication and play skills. A battery of assessment tools was used pre and post-training, while parent and infant target behaviors were scored through videos taken during weekly sessions. Results indicate that social communication behaviors increased in all infant-parent dyads, while severity and number of autism symptoms decreased. By beginning intervention during infancy, brain neuroplasticity is leveraged maximizing the child’s developmental trajectory. This is the first prospective study that provides a verbal behavior analytic framework to treat symptomatic infants.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"100 1","pages":"271 - 291"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84728594","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 : 2020-02-06DOI: 10.1080/15021149.2020.1724001
A. Lanter, Jessica Singer-Dudek
ABSTRACT We tested the effects of an Observational Conditioning-by-Denial Intervention (OCDI) on the establishment of three observational learning cusps: Observational Performance (OP), Observational Learning of new operants (OL), and Observational Learning of new Reinforcers (OLR). Participants were 6 children, ages 5-8 years, with autism and related disabilities. We employed a multi-element design to test the effects of the OCDI on the establishment of the observational cusps. Post-intervention data demonstrated that initially neutral stimuli became conditioned reinforcers for mastered and learning tasks as function of the OCDI across all participants, replicating prior findings. Data from post-OCDI probes for OP, OL, and OLR demonstrated that missing observational learning cusps were established for 4 of the 6 participants. These results suggest that a single intervention can establish three observational learning cusps for those with necessary prerequisite observing responses. The results are discussed in terms of observational stimulus control and verbal behavior development..
{"title":"The effects of an observational conditioning-by-denial intervention on the establishment of three observational learning cusps","authors":"A. Lanter, Jessica Singer-Dudek","doi":"10.1080/15021149.2020.1724001","DOIUrl":"https://doi.org/10.1080/15021149.2020.1724001","url":null,"abstract":"ABSTRACT We tested the effects of an Observational Conditioning-by-Denial Intervention (OCDI) on the establishment of three observational learning cusps: Observational Performance (OP), Observational Learning of new operants (OL), and Observational Learning of new Reinforcers (OLR). Participants were 6 children, ages 5-8 years, with autism and related disabilities. We employed a multi-element design to test the effects of the OCDI on the establishment of the observational cusps. Post-intervention data demonstrated that initially neutral stimuli became conditioned reinforcers for mastered and learning tasks as function of the OCDI across all participants, replicating prior findings. Data from post-OCDI probes for OP, OL, and OLR demonstrated that missing observational learning cusps were established for 4 of the 6 participants. These results suggest that a single intervention can establish three observational learning cusps for those with necessary prerequisite observing responses. The results are discussed in terms of observational stimulus control and verbal behavior development..","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"52 1","pages":"231 - 254"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85710327","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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