Effects of response independent delivery of preferred items and the high‐probability instructional sequence on compliance

The use of the high‐probability (high‐p) instructional sequence to increase compliance, which includes issuing a series of instructions with which a participant is likely to comply immediately before issuing a low‐probability instruction, has received mixed support in the literature. Previous research has suggested that the delivery of response independent reinforcement may be as effective to increase compliance, at least for some types of instructions. In this study, we examined the effects of response independent reinforcement and the high‐p sequence on compliance with two types of instructions with two young children. Results show that neither procedure was effective for increasing compliance for either type of instruction; however, contingent access to a high preference item increased compliance. Results are discussed in terms of the conditions under which response independent delivery of high‐preference items and the high‐p instructional sequence might be effective to increase compliance.     

Use of a high‐probability instructional sequence to increase compliance to feeding demands in the absence of escape extinction

We evaluated the effects of a high‐probability (high‐p) instructional sequence on the feeding‐related compliance (food acceptance) of a young boy diagnosed with a feeding disorder. The high‐p sequence consisted of three presentations of an empty spoon; the low‐probability (low‐p) instruction was the presentation of a spoon with food. Results showed that acceptance of food increased in the presence and not the absence of the high‐p sequence. Data are discussed in terms of the role of high‐p instructional sequences in the treatment of feeding problems. Copyright © 2007 John Wiley & Sons, Ltd.     

AN EVALUATION OF A PROGRESSIVE HIGH-PROBABILITY INSTRUCTIONAL SEQUENCE COMBINED WITH LOW-PROBABILITY DEMAND FADING IN THE TREATMENT OF FOOD SELECTIVITY

Few studies have examined the effects of the high‐probability instructional sequence in the treatment of food selectivity, and results of these studies have been mixed (e.g., Dawson et al., 2003 ; Patel et al., 2007 ). The present study extended previous research on the high‐probability instructional sequence by combining this procedure with low‐probability demand fading with 2 boys with autism (9 and 10 years old) who had a history of food selectivity and engaged in active food refusal behaviors when presented with novel foods. Response requirements were faded gradually from responses the child would tolerate (e.g., touching the food) to the final requirement of chewing and swallowing the food. The antecedent‐based intervention was implemented in the absence of escape extinction and was effective in increasing food consumption for both participants. Possible mechanisms responsible for the effectiveness of the intervention are discussed along with directions for future research.     

MOMENTUM AND EXTINCTION EFFECTS ON SELF-INJURIOUS ESCAPE BEHAVIOR AND NONCOMPLIANCE

Previous research on applications of behavioral momentum has indicated that a high-probability (high-p) instructional sequence, in which a series of instructions for which there is a high probability of compliance is presented immediately before an instruction for which there is a low probability of compliance, is an effective method for increasing compliance. It is not dear, however, whether the procedure is effective when individuals actively attempt to escape from the instructional situation. In this study, we examined the effects of the high-p sequence, when implemented first alone and then later with an extinction component, as treatment for the self-injurious escape behavior of 2 individuals. Results showed that when the instructional sequence was implemented without extinction, rates of self-injury increased and percentage of compliance decreased. In addition, the percentage of trials occasioning escape behavior increased for both high- and low-probability instructions. When an extinction component was added to the high-p sequence, rates of self-injury and the percentage of trials containing self-injury decreased, and compliance increased. These findings suggest that extinction may be an important component of treatment when escape behavior such as self-injury accompanies noncompliance in instructional contexts and competes with compliant behavior.     

A PILOT STUDY OF NATURALLY OCCURRING HIGH‐PROBABILITY REQUEST SEQUENCES IN HOSTAGE NEGOTIATIONS

In the current study, the audiotapes from three hostage‐taking situations were analyzed. Hostage negotiator requests to the hostage taker were characterized as either high or low probability. The results suggested that hostage‐taker compliance to a hostage negotiator's low‐probability request was more likely when a series of complied‐with high‐probability requests preceded the low‐probability request. However, two of the three hostage‐taking situations ended violently; therefore, the implications of the high‐probability request sequence for hostage‐taking situations should be assessed in future research.     

Does Treatment Integrity Matter? A Preliminary Investigation of Instructional Implementation and Mathematics Performance

This study examined the impact of three levels of treatment integrity on students' responding on mathematics tasks. Instruction was provided separately for addition and subtraction to six second-grade students who were referred due to poor performance with these operations. The treatment consisted of a computer delivered delayed prompt to use a counting strategy to solve problems, accuracy feedback, and intermittent presentation of animated praise sequences. Instruction was presented via computerized instruction to assure precise delivery of the varying levels of treatment integrity. The study examined the delivery of prompts for all, two-thirds, and one-third of instructional trials. Continuous delivery of instructional prompts was the most effective treatment or one of the most effective treatments for all participants. Lesser levels of prompt implementation were associated with poorer outcomes for the majority of the students. The implications of these findings for continuing research regarding the impact of reduced treatment integrity on student outcomes are discussed.     

Thirty years of research on online learning

This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying the science of learning to education. It contributes to the science of learning (as exemplified by developments in cognitive load theory, the cognitive theory of multimedia learning, and incorporating metacognitive, motivational, and affective aspects of learning), the science of instruction (as exemplified by the continuing development of research‐based principles of instructional design), and the science of assessment (as exemplified by supplementing self‐report surveys and retention tests with multilevel transfer tests, log file data during learning, and cognitive neuroscience measures of cognitive processing during learning). Some recurring themes are that learning is caused by instructional methods rather than instructional media, so research should focus on features that are uniquely afforded by digital learning environments; instructional practice should be grounded in rigorous and systematic research, including value‐added experiments aimed at pinpointing the active ingredients in online instruction; research in online learning should identify boundary conditions under which instructional techniques are most effective; and research in online learning should test and contribute to learning theory.     

Fostering Creativity in the Classroom: Effects of Teachers' Epistemological Beliefs,Motivation, and Goal Orientation

The relationships of teachers' epistemological beliefs, motivation, and goal orientation to their instructional practices that foster student creativity were examined. Teachers' perceived instructional practices that facilitate the development of multiple perspectives in problem solving, transfer, task commitment, creative skill use, and collaboration were measured as indicators of their effort to foster creative thinking in students. Participants were 178 elementary‐school teachers of third‐, fourth‐, and fifth‐graders. Teachers' learning goal orientation was the most significant teacher attribute that demonstrated significant impacts on all five creativity‐fostering instructional practices. Teachers with sophisticated beliefs about knowledge and with high intrinsic motivation for creative work also reported supporting student creativity through some of their instructional practices. However, teachers' motivation for challenging work, beliefs about learning, or performance goals did not significantly predict most of the creativity‐fostering instructional practices. Educational implications of the current findings are offered.     

A method to establish stimulus control and compliance with instructions

We evaluated a unique procedure to establish compliance with instructions in four young children diagnosed with autism spectrum disorder (ASD) who had low levels of compliance. Our procedure included methods to establish a novel therapist as a source of positive reinforcement, reliably evoke orienting responses to the therapist, increase the number of exposures to instruction–compliance–reinforcer contingencies, and minimize the number of exposures to instruction–noncompliance–no reinforcer contingencies. We further alternated between instructions with a high probability of compliance (high‐p instructions) with instructions that had a prior low probability of compliance (low‐p instructions) as soon as low‐p instructions lost stimulus control. The intervention is discussed in relation to the conditions necessary for the development of stimulus control and as an example of a variation of translational research.     

Effects of computer‐aided instruction on the implementation of the MSWO stimulus preference assessment

This study evaluated a self‐instructional online training package to teach students and staff to conduct a stimulus preference assessment using the multiple‐stimulus without replacement procedure. The training package included a self‐instructional manual and video modeling and was delivered online. Training was evaluated using a multiple‐probe design across a total of six university students and four staff members. Overall, students improved from a mean of 35% correct in baseline to a mean of 94% correct following training, and staff improved from a mean of 23% correct in baseline to a mean of 87% correct following training. During retention and generalization simulated assessments conducted from 7 to 17 days following training, all participants performed considerably above baseline. The online delivery of the self‐instructional manual plus video modeling has tremendous potential for providing an effective method for teaching individuals to conduct stimulus preference assessments without face‐to‐face instruction.     

A Systematic Approach to Engineering Ethics Education

Engineering ethics education is a complex field characterized by dynamic topics and diverse students, which results in significant challenges for engineering ethics educators. The purpose of this paper is to introduce a systematic approach to determine what to teach and how to teach in an ethics curriculum. This is a topic that has not been adequately addressed in the engineering ethics literature. This systematic approach provides a method to: (1) develop a context-specific engineering ethics curriculum using the Delphi technique, a process-driven research method; and (2) identify appropriate delivery strategies and instructional strategies using an instructional design model. This approach considers the context-specific needs of different engineering disciplines in ethics education and leverages the collaboration of engineering professors, practicing engineers, engineering graduate students, ethics scholars, and instructional design experts. The proposed approach is most suitable for a department, a discipline/field or a professional society. The approach helps to enhance learning outcomes and to facilitate ethics education curriculum development as part of the regular engineering curriculum.     

Verbal and visual instruction with mental retardation: The role of subject characteristics and task factors

Past research and theory presents an inconsistent picture concerning the relative value of verbal versus visual instructional programs for individuals with mental retardation. From an empirical perspective, there is evidence that this inconsistency may be due to the differences in the type of tasks and the specific abilities of the subjects employed across studies. In this research, the effects of three instructional procedures (verbal, visual, and verbal plus visual) were evaluated with mentally retarded persons who varied in verbal and visual ability. Performance was examined on a visual task which incorporated stimuli of varying degrees of familiarity to the subjects. The results indicated that the use of the combined verbal-visual instruction procedure was more effective than the other two training programs when task stimuli were familiar to the subjects. When task stimuli were unfamiliar, instructional procedures which had a visual component were found to be superior to a procedure which employed only the use of verbal component. The subjects' visual ability was most strongly associated with performance outcome when visual instruction was employed and unfamiliar task stimuli were sorted. In contrast, subjects' verbal ability appeared to be equally important across instructional and task conditions. The implications of the results for the design of instructional programs and for future research are discussed.     

Choice between sequences of fixed-ratio schedules: effects of ratio values and probability of food delivery.

Pigeons were exposed to schedules of food delivery that consisted of two sequential fixed ratios. When alternative sequences provided two food deliveries per 50 responses, the schedule with the shorter initial fixed-ratio value was consistently preferred. Progressively reducing from 1.0 to .25 the probability of food delivery following completion of the second fixed ratio of the sequence with the shorter initial fixed ratio did not reduce preference for this sequence. Moreover, the sequence with the shorter initial fixed ratio also was preferred when the probability of food delivery following completion of the initial ratio in that sequence was progressively reduced from 1.0 to .5, although preference shifted to the alternative when the probability was reduced to 0. These findings suggest that the length of the initial fixed ratio was a primary determinant of choice. Subsequent manipulations demonstrated, however, that when the initial fixed ratios of the two alternatives were equal, changes in the ratio value and probability of food delivery following completion of the second fixed ratio lawfully affected choice.     

Evaluation of a guided compliance procedure to reduce noncompliance among preschool children

The effectiveness of a guided compliance procedure to reduce noncompliance among typically developing preschool children was evaluated. After baseline data on compliance to common demands were collected, a parent, instructional assistant, or graduate research assistant implemented the guided compliance procedure, which involved the delivery of progressively more intrusive prompts contingent upon noncompliance. The effects of the procedure were examined using a nonconcurrent multiple baseline design across participants. The results suggest that the procedure was effective for four of the six children who participated. Copyright © 2006 John Wiley & Sons, Ltd.     

A descriptive analysis of potential reinforcement contingencies in the preschool classroom

In recent years, functional analysis methods have been extended to classroom settings; however, research has not evaluated the extent to which consequences presented during functional analysis are associated with problem behavior under naturalistic classroom conditions. Therefore, the purpose of this study was to determine whether the social consequences commonly manipulated in functional analyses occur in typical preschool classrooms. A total of 14 children attending preschool programs participated in the study. Data were collected on the occurrence of antecedent events (e.g., presentation of tasks), child behaviors (e.g., aggression), and teacher responses (e.g., delivery of attention). The probability of various teacher responses given child behavior was then calculated and compared to the response-independent probabilities of teacher responses. Attention was found to be the most common classroom consequence (100% of children), followed by material presentation (79% of children), and escape from instructional tasks (33% of children). Comparisons of conditional and response-independent probabilities showed that the probability of teacher attention increased given the occurrence of problem behavior for all children, suggesting that a contingency existed between these two events. Results suggest that functional analyses that test the effects of attention, escape, and access to materials on problem behavior may be appropriate for preschool settings.     

Thinking styles and risky decision‐making: Further exploration of the affect–probability weighting link

People usually overweight small probabilities and underweight large probabilities leading to the familiar inverse S‐shaped weighting function. This research explores the link between affect and the structure of probability weighting from the perspective of thinking dispositions, a concept central to dual system theories of reasoning. The effects of affective priming and cognitive load on both probability weighting and the value function are also examined. The evidence suggests that thinking styles do have predictive implications for risky decision‐making. Participants with a more affective thinking style tend to be more risk‐seeking in small probability gambles. However, increasing access to the affective system by affective priming or cognitive load manipulations tend to reduce risk‐seeking behavior in small probability gambles as well as reduce risk averse behavior in large probability gambles. Previous research, manipulating the affective nature of lottery outcomes, found evidence for an increase in curvature (more overweighting of small probabilities and more underweighting of large probabilities) of the weighting function for affect‐rich outcomes, lending support to a hope‐and‐fear deconstruction of probability weighting. The present research suggests that increased anticipatory emotions characterized by the elevation of the weighting function (more overweighting at all probabilities) is also important and could sometimes be more significant than hope‐and‐fear in decision‐making under risk. An integrated approach incorporating the impact of affect on all three, the elevation and curvature of probability weighting as well as the curvature of the value function explains the empirical findings. Copyright © 2010 John Wiley & Sons, Ltd.     

Improving comprehension of jury instructions with audio‐visual presentation

This study examined whether mock‐jurors' comprehension of judicial self‐defence instructions improved when an audio‐visual instructional format involving computer animations and a flow chart was used. In a mock‐juror paradigm, 90 law students (experts) and 90 legally untrained adults (novices) were randomly allocated to one of three instructional conditions (audio, audio‐elaborated, audio‐visual). Dependent measures of self‐defence comprehension included verdict delivery, multiple‐choice (recognition), paraphrasing (recall) and novel scenarios (transfer). Law students performed better on self‐defence comprehension tests than novices in the audio‐only conditions. The audio‐visual format significantly enhanced novices' comprehension, with their comprehension scores matching those of law students. Copyright © 2004 John Wiley & Sons, Ltd.     

Ambiguity Attitudes over Time

Previous research demonstrates that individuals exhibit a stronger level of ambiguity aversion for high probabilities than for low probabilities. Given that risky and ambiguous prospects are often unresolved until a future date (e.g., investment decisions, new product launches, and medical interventions), this study examines the impact of time on ambiguity preferences at different probability levels. Our experimental results indicate that although ambiguity preferences for low‐probability events remain constant, a robust effect of time occurs for high‐probability events. More specifically, temporal distance mitigates ambiguity aversion. This effect is consistent for different elicitation methods (preference rating and probability–ambiguity trade‐off tasks). We propose a dual‐process model (affective versus cognitive processing styles) to explain our results. Affective processing for high‐probability lotteries resolved in the current period increases ambiguity aversion, while cognitive processing leads to less ambiguity‐averse choices for future lotteries. Copyright © 2015 John Wiley & Sons, Ltd.     

An effective metacognitive strategy: learning by doing and explaining with a computer‐based Cognitive Tutor

Recent studies have shown that self‐explanation is an effective metacognitive strategy, but how can it be leveraged to improve students' learning in actual classrooms? How do instructional treatments that emphasizes self‐explanation affect students' learning, as compared to other instructional treatments? We investigated whether self‐explanation can be scaffolded effectively in a classroom environment using a Cognitive Tutor, which is intelligent instructional software that supports guided learning by doing. In two classroom experiments, we found that students who explained their steps during problem‐solving practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps. The explainers better explained their solutions steps and were more successful on transfer problems. We interpret these results as follows: By engaging in explanation, students acquired better‐integrated visual and verbal declarative knowledge and acquired less shallow procedural knowledge. The research demonstrates that the benefits of self‐explanation can be achieved in a relatively simple computer‐based approach that scales well for classroom use.     

State‐of‐the‐Art Research into Multimedia Learning: A Commentary on Mayer's Handbook of Multimedia Learning

This article reviews the research into multimedia learning through the lens of a recently updated Handbook of Multimedia Learning edited by Richard Mayer. By examining the theories underpinning the research and the major experimental findings, a number of conclusions emerged. Firstly, the major theories and models guiding the research are well accepted and based on classical memory research, although there is a need to extend them to the affective domain. Secondly, most of the boundary conditions for effective learning from basic multimedia materials (e.g. explanatory words and pictures) have been identified. Thirdly, for more complex learning environments (e.g. games and computer‐based tutors), much less is known, and more research is required to untangle the various moderating factors. Fourthly, there is a need for further investigations that match specific instructional strategies (e.g. self‐explanations) with multimedia materials to find the most effective learning combination. Copyright © 2015 John Wiley & Sons, Ltd.