Infant positioning: A brief review

The American Academy of Pediatrics (2016a) has made several recommendations regarding the safe positioning of infants by caregivers, including placing infants in a supine position for sleep and in prone for supervised periods of tummy time. However, caregivers may have difficulty adhering with these recommendations. A small, but growing, number of behavior analytic studies have examined these infant safety recommendations and strategies for increasing adherence. This review describes behavior analytic research on infant positioning and provides suggestions for future research.     

BEHAVIORAL MOMENTUM IN THE TREATMENT OF NONCOMPLIANCE

Behavioral momentum refers to the tendency for behavior to persist following a change in environmental conditions. The greater the rate of reinforcement, the greater the behavioral momentum. The intervention for noncompliance consisted of issuing a sequence of commands with which the subject was very likely to comply (i.e., high-probability commands) immediately prior to issuing a low-probability command. In each of five experiments, the high-probability command sequence resulted in a “momentum” of compliant responding that persisted when a low-probability request was issued. Results showed the antecedent high-probability command sequence increased compliance and decreased compliance latency and task duration. “Momentum-like” effects were shown to be distinct from experimenter attention and to depend on the contiguity between the high-probability command sequence and the low-probability command.     

THE EFFECTIVENESS OF A CONSTANT TIME-DELAY PROCEDURE TO TEACH CHAINED RESPONSES TO ADOLESCENTS WITH MENTAL RETARDATION

The effectiveness of a 5-s constant time-delay procedure to teach three chained food preparation behaviors to four moderately retarded adolescent students was evaluated within a multiple probe design across behaviors. Results indicate that the procedure was effective in teaching all four students to make a sandwich, boil a boil-in-bag item, and bake canned biscuits. The skills maintained with at least 85% accuracy over a 3-month period. Training generalized from the school to the home setting for the 2 subjects that completed generalization probe sessions. The percentage of errors across all skills and students was less than 9%.     

Changes in functional response units with briefly delayed reinforcement

In two experiments, key-peck responding of pigeons was compared under variable-interval schedules that arranged immediate reinforcement and ones that arranged unsignaled delays of reinforcement. Responses during the nominal unsignaled delay periods had no effect on the reinforcer presentations. In Experiment 1, the unsignaled delays were studied using variable-interval schedules as baselines. Relative to the immediate reinforcement condition, 0.5-s unsignaled delays decreased the duration of the reinforced interresponse times and increased the overall frequency of short (<0.5-s) interresponse times. Longer, 5.0-s unsignaled delays increased the duration of the reinforced interresponse times and decreased the overall frequency of the short interresponse times. In Experiment 2, similar effects to those of Experiment 1 were obtained when the 0.5-s unsignaled delays were imposed upon a baseline schedule that explicitly arranged reinforcement of short interresponse times and therefore already generated a large number of short interresponse times. The results support earlier suggestions that the unsignaled 0.5-s delays change the functional response unit from a single key peck to a multiple key-peck unit. These findings are discussed in terms of the mechanisms by which contingencies control response structure in the absence of specific structural requirements.     

A general model for the analysis of multilevel data

A general model is developed for the analysis of multivariate multilevel data structures. Special cases of the model include repeated measures designs, multiple matrix samples, multilevel latent variable models, multiple time series, and variance and covariance component models.We would like to acknowledge the helpful comments of Ruth Silver. We also wish to thank the referees for helping to clarify the paper. This work was partly carried out with research funds provided by the Economic and Social Research Council (U.K.).     

TEACHING SAFETY SKILLS TO HIGH SCHOOL STUDENTS WITH MODERATE DISABILITIES

Teaching students with disabilities to respond appropriately to potentially dangerous situations is a useful skill that has received little research attention. This investigation taught 3 students with moderate mental retardation to remove and discard broken materials (plates, glasses) safely from (a) a sink containing dishwater, (b) a countertop, and (c) a floor. A 4th student was instructed on the sink task only. A multicomponent treatment package was used to teach the skills. Simulated materials were used initially and were replaced with broken plates and glasses. A multiple probe design was used to evaluate the effectiveness of the treatment package. The results indicated that the treatment package was effective in teaching the skills. Data were collected 1 week and 1 month following the completion of training, and indicated mixed results. No student was injured during any phase of training. Issues pertinent to teaching safety skills to students with moderate disabilities are discussed.     

Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation

Simultaneous prompting (a type of antecedent prompt and test procedure) and constant time delay were compared with four students with moderate mental retardation learning expressive sight words. A parallel treatments design across word sets and replicated across students was used. For acquisition, the simultaneous prompting procedures required fewer trials, sessions, and training time to criterion and resulted in fewer student errors during daily probe and training sessions. However, maintenance data indicated mixed results across the two procedures. Reliability data (both dependent and independent variables) revealed no differences between the two procedures in terms of the teacher's accuracy in recording student responses and implementing each procedure. Future research issues are discussed.     

Handling time and choice in pigeons

According to optimal foraging theory, animals should prefer food items with the highest ratios of energy intake to handling time. When single items have negligible handling times, one large item should be preferred to a collection of small ones of equivalent total weight. However, when pigeons were offered such a choice on equal concurrent variable-interval schedules in a shuttlebox, they preferred the side offering many small items per reinforcement to that offering one or a few relatively large items. This preference was still evident on concurrent fixed-cumulative-duration schedules in which choosing the alternative with longer handling time substantially lowered the rate of food intake.     

Temporal proximity and reinforcement sensitivity in multiple schedules

Distributions of reinforcers between two components of multiple variable-interval schedules were varied over a number of conditions. Sensitivity to reinforcement, measured by the exponent of the power function relating ratios of responses in the two components to ratios of reinforcers obtained in the components, did not differ between conditions with 15-s or 60-s component durations. The failure to demonstrate the “short-component effect,” where sensitivity is high for short components, was consistent with reanalysis of previous data. With 60-s components, sensitivity to reinforcement decreased systematically with time since component alternation, and was higher in the first 15-s subinterval of the 60-s component than for the component whose total duration was 15 s. Varying component duration and sampling behavior at different times since component transition may not be equivalent ways of examining the effects of average temporal distance between components.