Edgar Rocha Hernández, Daniela Stephanie Luevano León, Estefani Jovanna Alavéz Sánchez, Héctor Octavio Silva Victoria
El presente manuscrito reporta los resultados de dos estudios dirigidos a analizar el ajuste conductual de escuchar. El primero de ellos tuvo por objetivo evaluar el efecto del cambio de modalidad de presentación de la tarea sobre el desempeño efectivo, para lo cual se formaron dos grupos experimentales, uno al que se le aplicó una tarea de ajuste lector y otro al que se le aplicó una prueba de Escucha. Esta última prueba supone el mismo contenido de la prueba de ajuste lector, pero en una modalidad de presentación auditiva. Los resultados muestran un desempeño efectivo mayor en el grupo de Ajuste lector. El segundo estudio tuvo por objetivo evaluar el efecto de distintos tipos de entrenamiento sobre el desempeño efectivo en pruebas de Escucha, para tales fines se definieron cinco grupos experimentales (uno por criterio de ajuste en el entrenamiento) y un grupo control. El diseño experimental fue A-B-A y el análisis de resultados con base en el porcentaje de respuestas correctas. Los resultados muestran una mejora en el desempeño efectivo en los grupos con entrenamiento en criterios de pertinencia y congruencia. Se discute la necesidad de identificar formas cualitativamente diferentes de escuchar, y someterlas a estricto estudio experimental de sus causas y las variables que inciden en su configuración como ajuste psicológico.
{"title":"EFECTO DEL TIPO DE ENTRENAMIENTO SOBRE EL AJUSTE CONDUCTUAL DE ESCUCHAR","authors":"Edgar Rocha Hernández, Daniela Stephanie Luevano León, Estefani Jovanna Alavéz Sánchez, Héctor Octavio Silva Victoria","doi":"10.59792/mwvk8795","DOIUrl":"https://doi.org/10.59792/mwvk8795","url":null,"abstract":"El presente manuscrito reporta los resultados de dos estudios dirigidos a analizar el ajuste conductual de escuchar. El primero de ellos tuvo por objetivo evaluar el efecto del cambio de modalidad de presentación de la tarea sobre el desempeño efectivo, para lo cual se formaron dos grupos experimentales, uno al que se le aplicó una tarea de ajuste lector y otro al que se le aplicó una prueba de Escucha. Esta última prueba supone el mismo contenido de la prueba de ajuste lector, pero en una modalidad de presentación auditiva. Los resultados muestran un desempeño efectivo mayor en el grupo de Ajuste lector. El segundo estudio tuvo por objetivo evaluar el efecto de distintos tipos de entrenamiento sobre el desempeño efectivo en pruebas de Escucha, para tales fines se definieron cinco grupos experimentales (uno por criterio de ajuste en el entrenamiento) y un grupo control. El diseño experimental fue A-B-A y el análisis de resultados con base en el porcentaje de respuestas correctas. Los resultados muestran una mejora en el desempeño efectivo en los grupos con entrenamiento en criterios de pertinencia y congruencia. Se discute la necesidad de identificar formas cualitativamente diferentes de escuchar, y someterlas a estricto estudio experimental de sus causas y las variables que inciden en su configuración como ajuste psicológico.","PeriodicalId":504592,"journal":{"name":"CONDUCTUAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141831751","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}
Elba M. Arredondo-Urtiz, Felipe de Jesús Díaz Reséndiz, Karina Franco-Paredes, Cheryl Fielding
The efficacy of Applied Behavior Analytic (ABA) interventions for children who display problematic behavior has been well-documented and repeatedly demonstrated, however, global access to these interventions is restricted due to their limited availability. A promising strategy to attend a greater number of children in need of behavioral intervention is to train parents using various means of technology. The purpose of this overview is to present the process of incorporating technology into training parents in ABA interventions from a chronological perspective. A total of 65 studies were identified using an electronic search in eleven databases. The information collected is presented synthetically in tables and figures with data related to the content of training, the methods used, and the technological resources employed, as well as a narrative analysis of the information around four themes: technological advances on parent training, problems addressed, research methods and reported findings. The findings showed that technology has facilitated parent training in ABA interventions and thus contributed to advances in behavioral science and promoted the expansion of ABA services.
应用行为分析法（ABA）干预措施对有问题行为的儿童的疗效已得到充分记录和反复证明，然而，由于这些干预措施的可用性有限，全球获得这些干预措施的机会受到限制。要让更多需要行为干预的儿童接受治疗，一个很有前景的策略就是利用各种技术手段对家长进行培训。本综述旨在从时间顺序的角度介绍将技术融入对家长进行 ABA 干预培训的过程。通过在 11 个数据库中进行电子检索，共找到 65 项研究。收集到的信息以表格和图表的形式综合呈现，数据涉及培训内容、使用的方法和采用的技术资源，并围绕四个主题对信息进行了叙述性分析：家长培训的技术进步、解决的问题、研究方法和报告的结果。研究结果表明，技术促进了对家长进行ABA干预培训，从而推动了行为科学的进步，促进了ABA服务的扩展。
{"title":"AN OVERVIEW OF TECHNOLOGY USE FOR PARENT TRAINING IN BEHAVIOR ANALYTIC INTERVENTIONS","authors":"Elba M. Arredondo-Urtiz, Felipe de Jesús Díaz Reséndiz, Karina Franco-Paredes, Cheryl Fielding","doi":"10.59792/lioe3746","DOIUrl":"https://doi.org/10.59792/lioe3746","url":null,"abstract":"The efficacy of Applied Behavior Analytic (ABA) interventions for children who display problematic behavior has been well-documented and repeatedly demonstrated, however, global access to these interventions is restricted due to their limited availability. A promising strategy to attend a greater number of children in need of behavioral intervention is to train parents using various means of technology. The purpose of this overview is to present the process of incorporating technology into training parents in ABA interventions from a chronological perspective. A total of 65 studies were identified using an electronic search in eleven databases. The information collected is presented synthetically in tables and figures with data related to the content of training, the methods used, and the technological resources employed, as well as a narrative analysis of the information around four themes: technological advances on parent training, problems addressed, research methods and reported findings. The findings showed that technology has facilitated parent training in ABA interventions and thus contributed to advances in behavioral science and promoted the expansion of ABA services.","PeriodicalId":504592,"journal":{"name":"CONDUCTUAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181065","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}
This study compared the performance of the Spontaneously Hypertensive rat (SHR) on a delay discounting task with the performance of the Lewis rat (LEW) to suggest that both strains of rats are potential models of Attention Deficit/Hyperactivity Disorder (ADHD). It measured choice in the initial link of a concurrentchains procedure with presses on two levers arranging entries to two terminal links, one delivering 1-food pellet after a 0.1-s delay and the other 4-food pellets with delays of 0.1, 5, 10, 20, 40 or 80 seconds presented in random order during the session. A bottle with tap water could be available for the rats to drink during the session (B), or it was not available (A) according to an ABABA reversal design. The SHR and LEW rats made impulsive choices producing discounting functions showing discounting rates increasing with increasing training sessions. Early in training the SHR rats produced discounting rates greater than the LEW rats, but at the end of training both strains of rats produced comparable discounting rates. All rats developed polydipsia in condition B, but the SHR rats consumed more water and emitted more licks than the LEW rats. Polydipsia was not linked to discounting rate, nor polydipsia caused the rats’ impulsive choices to decrease.
{"title":"DELAY DISCOUNTING AND POLYDIPSIA IN SPONTANEOUSLY HYPERTENSIVE (SHR) AND LEWIS (LEW) RATS","authors":"Carlos F. Aparicio","doi":"10.59792/gsdu1779","DOIUrl":"https://doi.org/10.59792/gsdu1779","url":null,"abstract":"This study compared the performance of the Spontaneously Hypertensive rat (SHR) on a delay discounting task with the performance of the Lewis rat (LEW) to suggest that both strains of rats are potential models of Attention Deficit/Hyperactivity Disorder (ADHD). It measured choice in the initial link of a concurrentchains procedure with presses on two levers arranging entries to two terminal links, one delivering 1-food pellet after a 0.1-s delay and the other 4-food pellets with delays of 0.1, 5, 10, 20, 40 or 80 seconds presented in random order during the session. A bottle with tap water could be available for the rats to drink during the session (B), or it was not available (A) according to an ABABA reversal design. The SHR and LEW rats made impulsive choices producing discounting functions showing discounting rates increasing with increasing training sessions. Early in training the SHR rats produced discounting rates greater than the LEW rats, but at the end of training both strains of rats produced comparable discounting rates. All rats developed polydipsia in condition B, but the SHR rats consumed more water and emitted more licks than the LEW rats. Polydipsia was not linked to discounting rate, nor polydipsia caused the rats’ impulsive choices to decrease.","PeriodicalId":504592,"journal":{"name":"CONDUCTUAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139354440","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}
This study investigates the effects of structured feedback and positive reinforcement on coaching quality within a telemarketing company. A corporate audit template was developed, consisting of five competency levels, allowing superior managers to provide personalized feedback to intermediate managers on the quality of their action plans for enhancing agents' performance. Additionally, five custom-designed badges, resembling the order of colors on karate belts, were implemented to publicly recognize the coaching quality of intermediate managers. These badges served as positive reinforcement for adhering to the criteria outlined in the audit template. Results revealed a significant improvement in coaching quality, as measured by the audit template, from pre-treatment to post-treatment and during a three-month follow-up period. The study also emphasizes the importance of utilizing scientific psychology to enhance performance beyond traditional methods such as in-class learning.
{"title":"IMPROVING CORPORATE COACHING THROUGH STRUCTURED FEEDBACK AND POSITIVE REINFORCEMENT IN A TELEMARKETING SETTING","authors":"Álvaro Viúdez González Viúdez González","doi":"10.59792/nkif3489","DOIUrl":"https://doi.org/10.59792/nkif3489","url":null,"abstract":"This study investigates the effects of structured feedback and positive reinforcement on coaching quality within a telemarketing company. A corporate audit template was developed, consisting of five competency levels, allowing superior managers to provide personalized feedback to intermediate managers on the quality of their action plans for enhancing agents' performance. Additionally, five custom-designed badges, resembling the order of colors on karate belts, were implemented to publicly recognize the coaching quality of intermediate managers. These badges served as positive reinforcement for adhering to the criteria outlined in the audit template. Results revealed a significant improvement in coaching quality, as measured by the audit template, from pre-treatment to post-treatment and during a three-month follow-up period. The study also emphasizes the importance of utilizing scientific psychology to enhance performance beyond traditional methods such as in-class learning.","PeriodicalId":504592,"journal":{"name":"CONDUCTUAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139354430","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}
Individuals with autism lack flexibility to emit novel language. We explored the emergence of the skills that define the naming capacity in four young children with autism who received an early intensive behavioral intervention. They learned to tact objects or pictures (i.e., saying the name when seeing the object) then we probed, with no prompts or reinforcement, the emergence of selecting the same objects(pointing to the object or picture when hearing the name); they also learned to select a different set of items and we probed the emergence of tacts. Initially, two children did not demonstrate the emergence of any relation and the other two demonstrated the emergence of the selections. The procedure was repeated 15-21 months later. The first children demonstrated the emergence of the selections and the remaining children demonstrated the emergence of both selections and tacts. The results suggest that both selections and tacts can emerge in children with autism when they are taught with specific behavioral procedures.
{"title":"EMERGENCE OF THE SKILLS THAT DEFINE NAMING IN CHILDREN WITH AUTISM","authors":"Luis Antonio Pérez-González, Gladys Williams","doi":"10.59792/pbft4176","DOIUrl":"https://doi.org/10.59792/pbft4176","url":null,"abstract":"Individuals with autism lack flexibility to emit novel language. We explored the emergence of the skills that define the naming capacity in four young children with autism who received an early intensive behavioral intervention. They learned to tact objects or pictures (i.e., saying the name when seeing the object) then we probed, with no prompts or reinforcement, the emergence of selecting the same objects(pointing to the object or picture when hearing the name); they also learned to select a different set of items and we probed the emergence of tacts. Initially, two children did not demonstrate the emergence of any relation and the other two demonstrated the emergence of the selections. The procedure was repeated 15-21 months later. The first children demonstrated the emergence of the selections and the remaining children demonstrated the emergence of both selections and tacts. The results suggest that both selections and tacts can emerge in children with autism when they are taught with specific behavioral procedures.","PeriodicalId":504592,"journal":{"name":"CONDUCTUAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141222314","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}
We study social and individual behaviors as a continuum between different levels of dependence/interdependence of responses/reinforcers. Twenty-four rats were trained to roll a stainless steel ball continuously from end to end of a gutter, a response that can be performed either individually or coordinately. Each pair of rats chose between two concurrent response options. In one option, access to consequences depended exclusively on individual behavior. In another option, both subjects had to coordinate their actions in time and space on the same object -the ball- for access to reinforcers, according to three conditions that differed in the ratio of pellets obtained by each individual of the pair (4:4 - 4:0 - 1:4). All subjects showed a preference for the individual option. The choice of the mutual option did not seem to be controlled only for the reinforcer ratios, the difficulty -probability- to meet the coordination criterion seems to discounts the reinforcer’s value. The study represents a promising approach to analyze the effect of the interaction between the amount and probability of the reinforcer on choice behavior in social settings.
{"title":"RATS' BEHAVIORAL ADJUSTMENT TO MUTUAL REINFORCEMENT CONTINGENCIES","authors":"Alejandro Segura, Arturo Clavijo","doi":"10.59792/nixh3885","DOIUrl":"https://doi.org/10.59792/nixh3885","url":null,"abstract":"We study social and individual behaviors as a continuum between different levels of dependence/interdependence of responses/reinforcers. Twenty-four rats were trained to roll a stainless steel ball continuously from end to end of a gutter, a response that can be performed either individually or coordinately. Each pair of rats chose between two concurrent response options. In one option, access to consequences depended exclusively on individual behavior. In another option, both subjects had to coordinate their actions in time and space on the same object -the ball- for access to reinforcers, according to three conditions that differed in the ratio of pellets obtained by each individual of the pair (4:4 - 4:0 - 1:4). All subjects showed a preference for the individual option. The choice of the mutual option did not seem to be controlled only for the reinforcer ratios, the difficulty -probability- to meet the coordination criterion seems to discounts the reinforcer’s value. The study represents a promising approach to analyze the effect of the interaction between the amount and probability of the reinforcer on choice behavior in social settings.","PeriodicalId":504592,"journal":{"name":"CONDUCTUAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141222278","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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