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.     

Developing and demonstrating inhibitory stimulus control over repetitive behavior

Developing inhibitory stimulus control over repetitive behavior minimizes the social and learning disruptions caused by this behavior while allowing individuals to continue to access this source of reinforcement at nonproblematic times. These procedures involve allowing repetitive behaviors to occur in some stimulus conditions (S+) and blocking the repetitive behavior in order to disrupt the response–reinforcer relation in other stimulus conditions (S‐) such that the onset of the S‐ period results in rapid and sustained reductions in repetitive behavior. However, the demonstration of stimulus control exerted by the S‐ has often been confounded with participants' exposure to programmed reductive contingencies (i.e., behavior is reduced due to direct contact with contingencies rather than the programmed antecedent stimuli). The current study both developed and demonstrated the suppressive effects of S‐ presentation upon repetitive behavior with two children diagnosed with autism spectrum disorders. These demonstration techniques involved (a) introducing the S‐ into novel environments without the programmed contingencies that we used to establish discriminative control, (b) evaluating the reductive effects of programmed contingencies with and without the associated discriminative stimuli, and (c) evaluating latencies to the onset of repetitive behavior given S+ and S‐ presentations.     

Response acquisition under direct and indirect contingencies of reinforcement

We compared the effects of direct and indirect reinforcement contingencies on the performance of 6 individuals with profound developmental disabilities. Under both contingencies, completion of identical tasks (opening one of several types of containers) produced access to identical reinforcers. Under the direct contingency, the reinforcer was placed inside the container to be opened; under the indirect contingency, the therapist held the reinforcer and delivered it to the participant upon task completion. One participant immediately performed the task at 100% accuracy under both contingencies. Three participants showed either more immediate or larger improvements in performance under the direct contingency. The remaining 2 participants showed improved performance only under the direct reinforcement contingency. Data taken on the occurrence of "irrelevant" behaviors under the indirect contingency (e.g., reaching for the reinforcer instead of performing the task) provided some evidence that these behaviors may have interfered with task performance and that their occurrence was a function of differential stimulus control.     

USING HIGH-PROBABILITY INSTRUCTION SEQUENCES WITH FADING TO INCREASE STUDENT COMPLIANCE DURING TRANSITIONS

Making efficient transitions from one instructional activity to another has been shown to increase academic learning time and therefore student achievement. Because compliance with teacher instructions is a prerequisite for efficient transitions, we sought to determine if high-probability (high-p) instruction sequences issued by a classroom teacher would increase student compliance and decrease latency to comply during transitions. Three children in a regular second-grade classroom participated. Each day at the beginning of morning calendar time, the teacher issued five instructions to the class as a group while compliance data were recorded for the 3 target students. Following baseline, a multielement design was used to examine the effects of the high-p instruction sequence. We then systematically faded the number of instructions included in the high-p sequence as a means of transferring stimulus control to low-probability instructions. The procedure was effective for 2 of the 3 participants, and the results were maintained at 2-and 3-week follow-up. The implications of these findings for group applications of the high-p instruction sequence in regular education classrooms are discussed.     

Pigeons perform poorly on a midsession reversal task without rigid temporal regularity

Animals make surprising anticipatory and perseverative errors when faced with a midsession reversal of reinforcer contingencies on a choice task with highly predictable stimulus–time relationships. In the current study, we asked whether pigeons would anticipate changes in reinforcement when the reinforcer contingencies for each stimulus were not fixed in time. We compared the responses of pigeons on a simultaneous choice task when the initially correct stimulus was randomized or alternated across sessions. Pigeons showed more errors overall compared with the typical results of a standard midsession reversal procedure, and they did not show the typical anticipatory errors prior to the contingency reversal. Probe tests that manipulated the spacing between trials also suggested that timing of the session exerted little control of pigeons’ behavior. The temporal structure of the experimental session thus appears to be an important determinant for animals’ use of time in midsession reversal procedures.     

Does overall reinforcer rate affect discrimination of time‐based contingencies?

Overall reinforcer rate appears to affect choice. The mechanism for such an effect is uncertain, but may relate to reinforcer rate changing the discrimination of the relation between stimuli and reinforcers. We assessed whether a quantitative model based on a stimulus‐control approach could be used to account for the effects of overall reinforcer rate on choice under changing time‐based contingencies. On a two‐key concurrent schedule, the likely availability of a reinforcer reversed when a fixed time had elapsed since the last reinforcer, and the overall reinforcer rate was varied across conditions. Changes in the overall reinforcer rate produced a change in response bias, and some indication of a change in discrimination. These changes in bias and discrimination always occurred quickly, usually within the first session of a condition. The stimulus‐control approach provided an excellent account of the data, suggesting that changes in overall reinforcer rate affect choice because they alter the frequency of reinforcers obtained at different times, or in different stimulus contexts, and thus change the discriminated relation between stimuli and reinforcers. These findings support the notion that temporal and spatial discriminations can be understood in terms of discrimination of reinforcers across time and space.     

Continuous versus discrete dimensions of reinforcement schedules: An integrative analysis

An approach to reinforcement-schedule contingencies is presented that accommodates continuous as well as discrete effective dimensions of responses and reinforcers. College students' wheel turning was reinforced by projected reading material according to four schedule contingencies that incorporated either a discontinuous (count) or continuous (duration) dimension of the response and the reinforcer. The contingencies arranged a 1:1 correspondence between (a) response count and consequent stimulus count, (b) response duration and stimulus count, (c) response count and stimulus duration, and (d) response duration and stimulus duration. Contingencies incorporating response count produced moderate to high rates of very short-duration responses. Contingencies incorporating response duration produced very low-rate, long-duration responding. The dimension of the reinforcer had minimal or no additional effect. We suggest that incorporating duration and other continuous dimensions into schedule contingencies may improve our understanding of both laboratory and nonlaboratory behavior.     

ASSESSING THE UTILITY OF A DEMAND ASSESSMENT FOR FUNCTIONAL ANALYSIS

We evaluated the utility of an assessment for identifying tasks for the functional analysis demand condition with 4 individuals who had been diagnosed with autism. During the demand assessment, a therapist presented a variety of tasks, and observers measured problem behavior and compliance to identify demands associated with low levels of compliance or high levels of problem behavior (low‐probability demands) and demands associated with high levels of compliance or low levels of problem behavior (high‐probability demands). Results showed that clearer functional analysis outcomes were obtained for 3 of the 4 participants when low‐probability rather than high‐probability demands were used.     

Establishing praise as a conditioned reinforcer: Pairing with one versus multiple reinforcers

Praise and other forms of attention may not function as reinforcers for the behavior of children with autism. Previous research demonstrated that contingently pairing praise with reinforcers (response stimulus) can establish praise as a conditioned reinforcer. We evaluated a procedure for establishing praise as a generalized conditioned reinforcer (pair praise with four reinforcers) and compared it with a procedure to establish praise as a conditioned reinforcer (pair praise with one reinforcer). We compared the two conditions in a reversal design with “praise” and “no programmed consequence” conditions rapidly alternated after pairing phases. With three out of five participants with autism, responding in the “pair‐with‐four” condition showed higher levels of responding or more increasing trends compared with that in “pair‐with‐one” condition. We also replicated previous contingent pairing research with two participants in a multiple baseline across participants design. A limitation was the absence of manipulating motivating operations in assessing the efficacy of praise as a generalized conditioned reinforcer. Nevertheless, these data contribute to the research on establishing praise as a reinforcer, and we recommend directions for future research.     

Assessing the role of alternative response rates and reinforcer rates in resistance to extinction of target responding when combining stimuli

Studies of behavioral momentum reveal that reinforcing an alternative response in the presence of a target response reduces the rate of target responding but increases its persistence, relative to training the target response on its own. Because of the parallels between these studies and differential‐reinforcement techniques to reduce problem behavior in clinical settings, alternative techniques to reduce problem behavior without enhancing its persistence are being explored. One potential solution is to train an alternative response in a separate stimulus context from problem behavior before combining the alternative stimulus with the target stimulus. The present study assessed how differences in reinforcement contingencies and rate for alternative responding influenced resistance to extinction of target responding when combining alternative and target stimuli in pigeons. Across three experiments, alternative stimuli signaling a response–reinforcer dependency and greater reinforcer rates more effectively decreased the persistence of target responding when combining alternative and target stimuli within the same extinction tests, but not when compared across separate extinction tests. Overall, these findings reveal that differences in competition between alternative and target responding produced by contingencies of alternative reinforcement could influence the effectiveness of treating problem behavior through combining stimulus contexts.     

Reinforcement magnitude and pausing on progressive-ratio schedules

Rats responded under progressive-ratio schedules for sweetened milk reinforcers; each session ended when responding ceased for 10 min. Experiment 1 varied the concentration of milk and the duration of postreinforcement timeouts. Postreinforcement pausing increased as a positively accelerated function of the size of the ratio, and the rate of increase was reduced as a function of concentration and by timeouts of 10 s or longer. Experiment 2 varied reinforcement magnitude within sessions (number of dipper operations per reinforcer) in conjunction with stimuli correlated with the upcoming magnitude. In the absence of discriminative stimuli, pausing was longer following a large reinforcer than following a small one. Pauses were reduced by a stimulus signaling a large upcoming reinforcer, particularly at the highest ratios, and the animals tended to quit responding when the past reinforcer was large and the stimulus signaled that the next one would be small. Results of both experiments revealed parallels between responding under progressive-ratio schedules and other schedules containing ratio contingencies. Relationships between pausing and magnitude suggest that ratio pausing is under the joint control of inhibitory properties of the past reinforcer and excitatory properties of stimuli correlated with the upcoming reinforcer, rather than under the exclusive control of either factor alone.     

Do common elements predict class merger: A test of Sidman's theory of equivalence

The study presented here investigated the effect of common and uncommon elements on class merger as predicted by Sidman in his reconceptualization of stimulus equivalence suggesting that common elements among contingencies can facilitate emergent performances (1994, 1997, 2000). Eight adult participants were exposed to a procedure that arranged for stimulus–reinforcer correlations in Phase 1 and response–reinforcer correlations in Phase 2 of a 3-phase study. In the common element group, the visual images serving as reinforcers were the same in Phase 1 and Phase 2. In the uncommon elements group, the images serving as reinforcers were different in Phases 1 and 2. In Phase 3, participants were given an opportunity to respond but no feedback was programmed. The results showed that participants' responding was well differentiated in the common element group and undifferentiated in the uncommon elements group. These results are predicted by Sidman's revised formulation of the provenance and scope of equivalence relations. Specifically, these data support Sidman's (1994, 1997, 2000) suggestion that elements of a contingency enter into an equivalence class and common elements among contingencies are sufficient to produce class mergers. The findings highlight an emergent simple discrimination and raise some interesting considerations about the definition of equivalence under the new formulation.     

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.     

Learning,awareness, and instruction: Subjective contingency awareness does matter in the colour-word contingency learning paradigm

In three experiments, each of a set colour-unrelated distracting words was presented most often in a particular target print colour (e.g., “month” most often in red). In Experiment 1, half of the participants were told the word-colour contingencies in advance (instructed) and half were not (control). The instructed group showed a larger learning effect. This instruction effect was fully explained by increases in subjective awareness with instruction. In Experiment 2, contingency instructions were again given, but no contingencies were actually present. Although many participants claimed to be aware of these (non-existent) contingencies, they did not produce an instructed contingency effect. In Experiment 3, half of the participants were given contingency instructions that did not correspond to the correct contingencies. Participants with these false instructions learned the actual contingencies worse than controls. Collectively, our results suggest that conscious contingency knowledge might play a moderating role in the strength of implicit learning.     

Behavior-dependent reinforcer-rate changes in concurrent schedules: A further analysis

Six pigeons were trained on concurrent variable-interval schedules in three different procedures. The first procedure was a standard concurrent schedule, and the relative reinforcer frequency for responding was varied. The second was a schedule in which a relative left-key response rate (over a fixed period of time) exceeding .75 produced, in the next identical time period a higher reinforcer rate on the right key. If this criterion was not exceeded, equal reinforcer rates were arranged on the two keys in this period. This was the dependent procedure. In the third (independent) procedure, the periods of higher right-key reinforcer rates occurred with the same probability as in the second procedure, but occurred independently of behavior. In the second and third procedures, the fixed-time period (window) was varied from 5 s to 60 s, and to 240 s in the second procedure only. Performance on the two keys was similar in the concurrent and independent procedures. The procedure used in the dependent conditions generally affected performance when the windows were shorter than about 30 s. Models of performance that assume that subjects do not discriminate changes in local relative reinforcer rates cannot account for the data. Moreover, existing models are inherently unable to account for the effects of contingencies of reinforcement between responding on one alternative and gaining reinforcers on another that are arranged or that emerge as a result of time allocated to alternative schedules. Undermatching on concurrent variable-interval schedules may result from such emergent contingencies.     

TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI1

A transfer of stimulus control procedure was used to teach three profoundly retarded adolescents a series of specific responses to specific verbal instructions. After imitative control of a behavior was established, a verbal instruction was presented immediately before the behavior was modelled. Each correct response was followed on the next trial by inserting a delay between the verbal instruction and the modelling of the behavior. The delays increased from trial to trial. Transfer of stimulus control was indicated when a subject responded correctly on five consecutive trials before the behavior was modelled. All three subjects responded correctly to each verbal instruction after that item was trained in a multiple-baseline order. Generalization did not occur to items that had not been trained. Probe data revealed that some variations of the verbal instructions controlled responses after training was completed.     

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.     

Instructions as discriminative stimuli

Four undergraduates were exposed to a fixed-ratio schedule under an instruction to respond slowly and to a differential-reinforcement-of-low-rate 5-s schedule under an instruction to respond rapidly. Following this, a fixed-interval schedule was in effect under those same two sets of instructions. For 3 of 4 subjects, response rates were higher with the instruction to respond slowly than with the instruction to respond rapidly during the fixed-interval schedule. For the remaining subject, low-rate responding with the instruction to respond rapidly continued during the first 17 reinforcements of the fixed-interval schedule. Such control by instructions was not observed for other subjects exposed only to a fixed-interval schedule, with or without instructions. The results demonstrate that the effect of instructions can be altered by contingencies and suggest that instructions can function as discriminative stimuli.