Pub Date : 2020-01-01Epub Date: 2019-07-17DOI: 10.1080/15021149.2019.1641952
Samuel L Odom, Laura J Hall, Jessica Suhrheinrich
Although applied behavior analysis researchers have created efficacious treatment and intervention practices for children and youth with autism spectrum disorder (ASD), there is a gap between research and practice. Implementation Science (IS) and Organizational Behavior Management (OBM), based with Applied Behavior Analysis, are two parallel fields that could close this gap. This paper provides descriptions of both IS and OBM, highlighting their commonalities and unique featuers. The paper concludes with examples of how researchers have used IS and OBM to promote practitioners' use of evidence-based practices and services for children and youth with ASD.
{"title":"Implementation Science, Behavior Analysis, and Supporting Evidence-based Practices for Individuals with Autism.","authors":"Samuel L Odom, Laura J Hall, Jessica Suhrheinrich","doi":"10.1080/15021149.2019.1641952","DOIUrl":"https://doi.org/10.1080/15021149.2019.1641952","url":null,"abstract":"<p><p>Although applied behavior analysis researchers have created efficacious treatment and intervention practices for children and youth with autism spectrum disorder (ASD), there is a gap between research and practice. Implementation Science (IS) and Organizational Behavior Management (OBM), based with Applied Behavior Analysis, are two parallel fields that could close this gap. This paper provides descriptions of both IS and OBM, highlighting their commonalities and unique featuers. The paper concludes with examples of how researchers have used IS and OBM to promote practitioners' use of evidence-based practices and services for children and youth with ASD.</p>","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"21 1","pages":"55-73"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15021149.2019.1641952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38425731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-11DOI: 10.1080/15021149.2019.1651569
M. Keenan, G. Presti, K. Dillenburger
ABSTRACT In this paper, we offer suggestions for how to use behavioural and digital technologies to address the relatively slow uptake of behaviour analysis in Europe. We start with an overview of baseline conditions in which misinformation is rife. We argue that a more systematic use of behavioural technology is needed in advocacy for better autism services. We identify a need for a database of teaching gambits for teaching conceptual issues and running in-class practicals in the experimental analysis of behaviour. We discuss how to harness digital technology to develop an ecosystem supporting the coordination of behavioural services and treatment integrity. We consider how cloud-based archives can be used to keep track of behavioural progress and provide alearning management system. Finally, we summarize how these issues are directly related to making the science of behaviour analysis accessible and fit for purpose for students and service users in the 21st century.
{"title":"Technology and behaviour analysis in higher education","authors":"M. Keenan, G. Presti, K. Dillenburger","doi":"10.1080/15021149.2019.1651569","DOIUrl":"https://doi.org/10.1080/15021149.2019.1651569","url":null,"abstract":"ABSTRACT In this paper, we offer suggestions for how to use behavioural and digital technologies to address the relatively slow uptake of behaviour analysis in Europe. We start with an overview of baseline conditions in which misinformation is rife. We argue that a more systematic use of behavioural technology is needed in advocacy for better autism services. We identify a need for a database of teaching gambits for teaching conceptual issues and running in-class practicals in the experimental analysis of behaviour. We discuss how to harness digital technology to develop an ecosystem supporting the coordination of behavioural services and treatment integrity. We consider how cloud-based archives can be used to keep track of behavioural progress and provide alearning management system. Finally, we summarize how these issues are directly related to making the science of behaviour analysis accessible and fit for purpose for students and service users in the 21st century.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"13 1","pages":"26 - 54"},"PeriodicalIF":0.0,"publicationDate":"2019-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89726426","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 : 2019-07-03DOI: 10.1080/15021149.2019.1644831
Katerina D. Monlux, M. Pelaez, P. Holth
ABSTRACT Joint attention and social referencing involve behavior patterns that are typically learned during infancy. Deficits in both skills are more common in children with autism spectrum disorder thus, early intervention on the acquisition of these critical social skills may mitigate later developmental delays. We discuss the learning of behavior chains that result from operant contingencies in natural social environments. We offer a behavior analytic interpretation of both joint attention and social referencing and identify the research that has already set the foundation for establishing how we can teach young children with autism initiating and responding to joint attending and social referencing.
{"title":"Joint attention and social referencing in children with autism: a behavior-analytic approach","authors":"Katerina D. Monlux, M. Pelaez, P. Holth","doi":"10.1080/15021149.2019.1644831","DOIUrl":"https://doi.org/10.1080/15021149.2019.1644831","url":null,"abstract":"ABSTRACT Joint attention and social referencing involve behavior patterns that are typically learned during infancy. Deficits in both skills are more common in children with autism spectrum disorder thus, early intervention on the acquisition of these critical social skills may mitigate later developmental delays. We discuss the learning of behavior chains that result from operant contingencies in natural social environments. We offer a behavior analytic interpretation of both joint attention and social referencing and identify the research that has already set the foundation for establishing how we can teach young children with autism initiating and responding to joint attending and social referencing.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"4 1","pages":"186 - 203"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86429351","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 : 2019-07-03DOI: 10.1080/15021149.2019.1661708
K. Shea, Tyra P. Sellers, Matthew T. Brodhead, Kailie J. Kipfmiller, Emma S. Sipila-Thomas
ABSTRACT This review included a systematic search and analysis of studies targeting teaching mand frames to individuals with autism. Articles were selected through a search of databases limited to English language peer-reviewed articles. Using predetermined inclusion criteria, six studies were identified. Findings were summarized in terms of (a) participant, setting and publishing journals; (b) mand frame training procedures; (c) contriving establishing and abolishing operations; (d) generalization; and (e) varied responding. All six studies demonstrated that participants acquired targeted mand frame responses. Additional intervention outcomes, such as generalization and varied responding, also occurred in some cases. The need for future research and implications for practice are discussed.
{"title":"A review of mand frame training procedures for individuals with autism","authors":"K. Shea, Tyra P. Sellers, Matthew T. Brodhead, Kailie J. Kipfmiller, Emma S. Sipila-Thomas","doi":"10.1080/15021149.2019.1661708","DOIUrl":"https://doi.org/10.1080/15021149.2019.1661708","url":null,"abstract":"ABSTRACT This review included a systematic search and analysis of studies targeting teaching mand frames to individuals with autism. Articles were selected through a search of databases limited to English language peer-reviewed articles. Using predetermined inclusion criteria, six studies were identified. Findings were summarized in terms of (a) participant, setting and publishing journals; (b) mand frame training procedures; (c) contriving establishing and abolishing operations; (d) generalization; and (e) varied responding. All six studies demonstrated that participants acquired targeted mand frame responses. Additional intervention outcomes, such as generalization and varied responding, also occurred in some cases. The need for future research and implications for practice are discussed.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"125 6 1","pages":"230 - 243"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78494245","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 : 2019-07-03DOI: 10.1080/15021149.2019.1677079
W. Perez, M. Vaidya, E. M. Huziwara, G. Y. Tomanari
ABSTRACT The establishment of reject control during conditional discrimination training disrupts the formation of experimenter-designed equivalence classes. In the matching-to-sample context, reject control describes a situation in which the choice is under control of a sample and S− relation. Specifically, participants learn to choose the correct comparison by rejecting or responding “away from” the S−. The present study investigated procedures that increase the likelihood of reject control during conditional discrimination training. Experiment 1 examined the effects of programmed differences in the distribution of sample/S+ and sample/S− relations. In Experiment 2, we used the same training protocol as Experiment 1, while adding constrained access to S+ observing by using a “mask” to cover S+ stimuli. All experiments presented conditional discrimination training followed by equivalence, symmetry, transitivity, and reflexivity tests. In Experiment 1, participants failed to meet criteria during baseline training or, if participants passed baseline relations, equivalence testing. In Experiment 2, reject-control patterns were observed in equivalence tests. Results suggest that reject control is not as easily established as supposed.
{"title":"Empirical analysis of biasing procedures to establish reject-control relations","authors":"W. Perez, M. Vaidya, E. M. Huziwara, G. Y. Tomanari","doi":"10.1080/15021149.2019.1677079","DOIUrl":"https://doi.org/10.1080/15021149.2019.1677079","url":null,"abstract":"ABSTRACT The establishment of reject control during conditional discrimination training disrupts the formation of experimenter-designed equivalence classes. In the matching-to-sample context, reject control describes a situation in which the choice is under control of a sample and S− relation. Specifically, participants learn to choose the correct comparison by rejecting or responding “away from” the S−. The present study investigated procedures that increase the likelihood of reject control during conditional discrimination training. Experiment 1 examined the effects of programmed differences in the distribution of sample/S+ and sample/S− relations. In Experiment 2, we used the same training protocol as Experiment 1, while adding constrained access to S+ observing by using a “mask” to cover S+ stimuli. All experiments presented conditional discrimination training followed by equivalence, symmetry, transitivity, and reflexivity tests. In Experiment 1, participants failed to meet criteria during baseline training or, if participants passed baseline relations, equivalence testing. In Experiment 2, reject-control patterns were observed in equivalence tests. Results suggest that reject control is not as easily established as supposed.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"40 1","pages":"244 - 260"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73627852","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 : 2019-07-03DOI: 10.1080/15021149.2019.1685783
F. Mechner
ABSTRACT The article presents a behavioral and biological theory as to how aesthetic reactions form. It takes a naturalistic perspective in exploring the likely phylogenetic origins of aesthetic reactions; their functions in the maintenance of human culture; and as indicators of group identity. According to the theory, aesthetic reactions occur when certain affect-charged cognitions interact with transformative effect. The term cognition, as used here, refers to verbal, conceptual, abstract, and derived relational behavior in music, poetry, narratives, and the perception of auditory, visual, tactile, sexual and other sensory stimuli, and excludes respondent behavior. Cognitions become affect-charged and come to elicit affect-linked respondents either when they acquire conditioned stimulus (CS) functionalities via previous Pavlovian conditioning episodes, or when such functionalities are genetic. The theory can be tested experimentally by applying it to the laboratory synthesis of aesthetic reactions and then assessing the result’s conformity to accepted definitions and instances of aesthetic reactions.
{"title":"The behavioral architecture and biological utility of aesthetic reactions","authors":"F. Mechner","doi":"10.1080/15021149.2019.1685783","DOIUrl":"https://doi.org/10.1080/15021149.2019.1685783","url":null,"abstract":"ABSTRACT The article presents a behavioral and biological theory as to how aesthetic reactions form. It takes a naturalistic perspective in exploring the likely phylogenetic origins of aesthetic reactions; their functions in the maintenance of human culture; and as indicators of group identity. According to the theory, aesthetic reactions occur when certain affect-charged cognitions interact with transformative effect. The term cognition, as used here, refers to verbal, conceptual, abstract, and derived relational behavior in music, poetry, narratives, and the perception of auditory, visual, tactile, sexual and other sensory stimuli, and excludes respondent behavior. Cognitions become affect-charged and come to elicit affect-linked respondents either when they acquire conditioned stimulus (CS) functionalities via previous Pavlovian conditioning episodes, or when such functionalities are genetic. The theory can be tested experimentally by applying it to the laboratory synthesis of aesthetic reactions and then assessing the result’s conformity to accepted definitions and instances of aesthetic reactions.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"3 1","pages":"166 - 185"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88947589","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 : 2019-07-03DOI: 10.1080/15021149.2019.1680179
A. A. Imam, Melissa Frate
ABSTRACT Current efforts started in 2012 by the Association for Psychological Science (APS) appear to be different from previous arguments against null hypothesis statistical testing (NHST), which remained largely rhetorical without specific actions for compliance by researchers in psychology. The APS advocacy involves specific promising implementation tactics. The present study examined the impact of those efforts on replication and statistical reporting practices in four psychology journals from 2011 and 2015. The results showed that amidst increased reporting of NHST statistics in 2015 compared to 2011 and an absence of power reporting in the behavioral journals, there was increased reporting of actual replications in Psychological Science, paradoxically surpassing Journal of the Experimental Analysis of Behavior, of CIs in all four journals, and of error bars on graphs in Cognition and Behavioural Processes. These trends suggest need for additional efforts at propagating the APS initiatives to ensure greater impact in the broader psychological community. Additionally, psychologists from all domains need to become advocates of best practices for sustainable impact.
{"title":"A snapshot look at replication and statistical reporting practices in psychology journals","authors":"A. A. Imam, Melissa Frate","doi":"10.1080/15021149.2019.1680179","DOIUrl":"https://doi.org/10.1080/15021149.2019.1680179","url":null,"abstract":"ABSTRACT Current efforts started in 2012 by the Association for Psychological Science (APS) appear to be different from previous arguments against null hypothesis statistical testing (NHST), which remained largely rhetorical without specific actions for compliance by researchers in psychology. The APS advocacy involves specific promising implementation tactics. The present study examined the impact of those efforts on replication and statistical reporting practices in four psychology journals from 2011 and 2015. The results showed that amidst increased reporting of NHST statistics in 2015 compared to 2011 and an absence of power reporting in the behavioral journals, there was increased reporting of actual replications in Psychological Science, paradoxically surpassing Journal of the Experimental Analysis of Behavior, of CIs in all four journals, and of error bars on graphs in Cognition and Behavioural Processes. These trends suggest need for additional efforts at propagating the APS initiatives to ensure greater impact in the broader psychological community. Additionally, psychologists from all domains need to become advocates of best practices for sustainable impact.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"58 2 1","pages":"204 - 229"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87720660","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 : 2019-07-03DOI: 10.1080/15021149.2019.1660953
M. Martone, Ricardo Corrêa Martone, A. Arantes
ABSTRACT This study made use of differential reinforcement and shaping to increase the variety of food items accepted by two boys with autism. In the first phase, three new food items were introduced to the participants and the acceptance response to the food was systematically increased. Food items were introduced in a multiple baseline design. In the second phase, the children started to eat more than one type of food item per meal by means of a changing criterion design. The procedure was implemented by the parents and carried out in the home environment of each child. At the end of the experiment, three other food items were defined for each child and parents were asked to follow the procedure learned without author’s supervision. The results showed that the two participants started accepting food, expanded the number of food items consumed and that parents learned to introduce new foods into their children’s diets.
{"title":"The use of shaping by relatives of autistic children to increase food intake","authors":"M. Martone, Ricardo Corrêa Martone, A. Arantes","doi":"10.1080/15021149.2019.1660953","DOIUrl":"https://doi.org/10.1080/15021149.2019.1660953","url":null,"abstract":"ABSTRACT This study made use of differential reinforcement and shaping to increase the variety of food items accepted by two boys with autism. In the first phase, three new food items were introduced to the participants and the acceptance response to the food was systematically increased. Food items were introduced in a multiple baseline design. In the second phase, the children started to eat more than one type of food item per meal by means of a changing criterion design. The procedure was implemented by the parents and carried out in the home environment of each child. At the end of the experiment, three other food items were defined for each child and parents were asked to follow the procedure learned without author’s supervision. The results showed that the two participants started accepting food, expanded the number of food items consumed and that parents learned to introduce new foods into their children’s diets.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"76 1","pages":"261 - 273"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79497637","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 : 2019-01-02DOI: 10.1080/15021149.2019.1620044
J. A. Neu, Douglas Greer
ABSTRACT We compared the rate and efficiency of fifth-graders learning math objectives through observation of their peers receiving feedback under two conditions: (a) reinforcement for correct responses, and (b) error corrections. The dependent variable was the number of response opportunities required to master six math objectives. Six participants, who performed on or above grade level, were selected as the target participants. The experimental design included alternating treatment and simultaneous treatment components. Reinforcement and correction conditions were rotated within participants, and math objectives were counterbalanced across conditions and participants. Classroom peers received feedback in the form of either reinforcement or a correction in the two conditions for their responses, while target students did not receive feedback under either condition. Learning occurred faster and required fewer response opportunities under the correction condition as compared to the reinforcement condition. Results are discussed in terms of the difference in social contingencies in classrooms between observing reinforcement for accuracy versus observing corrections.
{"title":"Fifth graders learn math by observation faster when they observe peers receive corrections","authors":"J. A. Neu, Douglas Greer","doi":"10.1080/15021149.2019.1620044","DOIUrl":"https://doi.org/10.1080/15021149.2019.1620044","url":null,"abstract":"ABSTRACT We compared the rate and efficiency of fifth-graders learning math objectives through observation of their peers receiving feedback under two conditions: (a) reinforcement for correct responses, and (b) error corrections. The dependent variable was the number of response opportunities required to master six math objectives. Six participants, who performed on or above grade level, were selected as the target participants. The experimental design included alternating treatment and simultaneous treatment components. Reinforcement and correction conditions were rotated within participants, and math objectives were counterbalanced across conditions and participants. Classroom peers received feedback in the form of either reinforcement or a correction in the two conditions for their responses, while target students did not receive feedback under either condition. Learning occurred faster and required fewer response opportunities under the correction condition as compared to the reinforcement condition. Results are discussed in terms of the difference in social contingencies in classrooms between observing reinforcement for accuracy versus observing corrections.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"78 1","pages":"126 - 145"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79233007","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 : 2019-01-02DOI: 10.1080/15021149.2019.1575033
E. Furrebøe, P. Holth, Ingunn Sandaker
ABSTRACT In this exploratory study, we expand the research on choice using real outcomes in real-time settings. The object is to refine a method for examining the reinforcing contingencies in discounting, for which real rather than hypothetical settings are necessary. In the experiments, adult human participants chose between a smaller-sooner (SS) and a larger-later (LL) alternative, with an adjusting real delay to LL. We examined the use of points as the outcome and tested conditions concerning amount of outcome and delay. Second, we analyzed how differences in criteria for establishing an Indifference Point (IP) might determine the location of the IP. Finally, we performed a control experiment, introducing a decreasing delay and post-experimental questions, to determine whether the choices were a result of the adjusting delay or by molar considerations. This study gives support to the use of points as reinforcers and delay of seconds in discounting studies on human adults.
{"title":"An exploratory study of a real-time choice procedure","authors":"E. Furrebøe, P. Holth, Ingunn Sandaker","doi":"10.1080/15021149.2019.1575033","DOIUrl":"https://doi.org/10.1080/15021149.2019.1575033","url":null,"abstract":"ABSTRACT In this exploratory study, we expand the research on choice using real outcomes in real-time settings. The object is to refine a method for examining the reinforcing contingencies in discounting, for which real rather than hypothetical settings are necessary. In the experiments, adult human participants chose between a smaller-sooner (SS) and a larger-later (LL) alternative, with an adjusting real delay to LL. We examined the use of points as the outcome and tested conditions concerning amount of outcome and delay. Second, we analyzed how differences in criteria for establishing an Indifference Point (IP) might determine the location of the IP. Finally, we performed a control experiment, introducing a decreasing delay and post-experimental questions, to determine whether the choices were a result of the adjusting delay or by molar considerations. This study gives support to the use of points as reinforcers and delay of seconds in discounting studies on human adults.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"78 1","pages":"106 - 125"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77076178","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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