Reducing stereotyped behavior using momentary dro: An experimental analysis

Momentary DRO, a little-used variant of DRO, was compared with a more traditional DRO procedure in the reduction of stereotyped behavior displayed by five subjects with severe mental retardation. Momentary DRO appeared to be more effective than the traditional procedure for three subjects, less effective for one subjects and to increase the stereotyped behavior of the final subject above baseline levels, These findings are discussed in relation to response covariation effects, treatment maintenance and case of implementation.     

Teaching ethical analysis in environmental management decisions: A process-oriented approach

The general public and environmental policy makers often perceive management actions of environmental managers as “science,” when such actions are, in fact, value judgments about when to intervene in natural processes. The choice of action requires ethical as well as scientific analysis because managers must choose a normative outcome to direct their intervention. I examine a management case study involving prescribed burning of sagebrush (Artemisia tridentata) communities in south-central Montana (USA) to illustrate how to teach students to ethically evaluate a management action by precisely identifying: 1) the proposed management action, 2) the deficiency of the system to be remedied by the action, 3) the stakeholders affected by the action, and 4) the category and type of values affirmed in the management action. Through such analysis, students are taught to recognize implicit and explicit value judgments associated with management actions, identify stakeholders to whom managers have legitimate ethical obligations, and practice a general method of ethical analysis applicable to many forms of environmental management. An earlier version of this paper was presented at the Fourteenth Annual Meeting, Association for Practical and Professional Ethics, February 24–27, 2005.     

Teaching behavior modification to nonprofessionals

Two instructional methods (role playing and lecture) were compared in evaluating the effectiveness of teaching behavior modification to institutional attendants. Pre- and post-test measures were obtained for two major outcome variables: (1) knowledge of behavior modification principles and (2) ratings of ability to apply behavior modification techniques. Results indicated that role playing was more effective in teaching behavior modification skills while the lectures were more effective in teaching principles of behavior modificaiton.     

Age and management team performance

One hundred eighty male managers participated as age-homogeneous 4-person teams in a validated all-day decision-making simulation. Fifteen teams consisted of 28- to 35-year-old participants (young), 15 teams were in the 45-55 age range (middle-aged), and 15 teams consisted of 65- to 75-year-old (older) persons. More than 40 objective performance measures (loading on 12-15 factors) were calculated on the basis of team decision making, planning, and other indicators. Performance by young and middle-aged teams was generally similar. Older teams made fewer decisions and were less strategic and less responsive to incoming information. Their overview of the task was less broad; action diversity and information search was reduced. However, older teams used opportunities and handled a simulated emergency as effectively as their younger and middle-aged counterparts. Alternative explanations for the obtained differences are presented.     

Teaching self-control of study behavior

A self-control procedure to improve study habits was taught to 38 volunteer students at the University of New Mexico summer school. The program involved the utilization of stimulus control procedures, self-reinforcement and punishment, and the SQ3R method (Robinson, 1946) of studying. Ss receiving the lessons showed a significant gain in grade point average (G.P.A.) for the three semesters following the study over the two preceding semesters, when compared with those not receiving the lessons. This gain was not due to any change in University grading standards. No difference in G.P.A. gains was found between Ss who received and discussed the lessons in group meetings and those who simply received them individually in written form.     

Positive behavior support and applied behavior analysis

This article reviews the origins and characteristics of the positive behavior support (PBS) movement and examines those features in the context of the field of applied behavior analysis (ABA). We raise a number of concerns about PBS as an approach to delivery of behavioral services and its impact on how ABA is viewed by those in human services. We also consider the features of PBS that have facilitated its broad dissemination and how ABA might benefit from emulating certain practices of the PBS movement.     

Contingency and behavior analysis

The concept of contingency is central to theoretical discussions of learned behavior and in the application of learning research to problems of social significance. This paper reviews three aspects of the contingency concept as it has been developed by behavior analysts. The first is the empirical analysis of contingency through experimental studies of both human and nonhuman behavior. The second is the synthesis of experimental studies in theoretical and conceptual frameworks to yield a more general account of contingency and to integrate the concept with other behavioral processes. The third aspect is one of practical considerations in the application of the contingency concept in both laboratory and applied settings.     

Countercontrol in behavior analysis

Countercontrol is a functional class of behavior that is part of Skinner's analysis of social behavior. Countercontrol refers to behavioral episodes comprised of socially mediated aversive controlling conditions and escape or avoidance responses that do not reinforce, and perhaps even punish, controllers' responses. This paper suggests that neglect of countercontrol in modern behavior analysis is unfortunate because the concept applies to interpersonal and social relations the fundamental operant principle that human behavior is both controlled and controlling-humans are not passive and inflexible. Countercontrol is addressed here in terms of conceptual status, contemporary developments in behavior analysis, its importance in a behavior-analytic approach to freedom and cultural design, applications, and research. The main conclusion is that Skinner's formulation of counter-control is scientifically supported and worthy of increased prominence in behavior analysis.     

Zen and behavior analysis

Zen's challenge for behavior analysis is to explain a repertoire that renders analysis itself meaningless-a result following not from scientific or philosophical arguments but rather from a unique verbal history generated by Zen's methods. Untying Zen's verbal knots suggests how meditation's and koans' effects on verbal behavior contribute to Enlightenment and Samādhi. The concept of stimulus singularity is introduced to account for why, within Zen's frame of reference, its methods can be studied but its primary outcomes (e.g., Samādhi and Satori) cannot be described in any conventional sense.     

Gazing behavior and coordination during piano duo performance

This study was designed to investigate the roles of gazing behavior during piano duo performance by highlighting coordination among performers. Experiment 1 was conducted under four conditions: invisible, only the body visible, only the head visible, and face -to -face. Experiment 2 was conducted under three conditions: invisible, only the movable head visible, and only the fixed head visible. In both experiments, performers looked toward each other just before temporal changes during coordination moments, which improved synchronization accuracy. The results also showed that gazing without movement cues to some extent facilitated synchronization, although asynchrony was greater under the restricted- movement condition than under the free- movement condition. The following results were obtained:(1)?Mutual gaze is important for reducing timing lag between performers. (2)?Mutual gaze modulates remarkable and arbitrary temporal expressions, such as fermata. (3)?Performers may utilize movements as visual cues for strict synchronization.     

Teaching awareness of strategic behavior in combination with strategy training: Effects on children's memory performance

The present study examined the effectiveness of two components (rehearsal training and strategy awareness) of an instructional package designed to train the developmentally young in the use of mature information processing techniques. Two groups of children of equivalent developmental age (MA = 8), one mildly retarded and the other of average intelligence, participated. Rehearsal training was effective in improving recall scores on the training task; however, neither rehearsal training, memory awareness, nor their combination significantly altered memory performance on the generalization tasks. There was evidence, however, that the combination of rehearsal training and strategy awareness did increase the likelihood of strategy transfer on the generalization task (recognition) which most closely resembled the training task. Post-task questioning revealed that instructions concerning memory awareness did improve subjects ability to verbalize appropriate strategic behavior; however, these improvements were not consistently translated into either actual use of a rehearsal strategy or improved performance. Discussion centered on the implications of these results and on the need for increased research on the metamnemonic skills involved in strategy generalization.     

Contingency management of self-report and cleaning behavior

The effects of a contingency management program utilizing a reinforcing event (breakfast) were investigated in respect to cabin-cleaning and self-report behaviors in a group of nine male campers, ranging in age from 11 to 13. Control of cabin-cleaning behavior was clearly demonstrated. The large discrepancy between camper self-ratings and counselor ratings disappeared when the opportunity to line up for breakfast was made contingent upon both accuracy of self-report and improved cleaning performance.