The effects of noncontingent access to food on the rate of object mouthing across three settings

Object mouthing is associated with several potential deleterious side effects. In the current investigation, we modified the use of noncontingent access to competing items (food) and evaluated the effects of the treatment on object mouthing across three settings. Results demonstrated reductions in mouthing associated with the modified treatment.     

Effects of Response Blocking and Programmed Stimulus Control on Motor Stereotypy: A Pilot Study

We evaluated response blocking with programmed stimulus control, wearing tennis wrist bands, to reduce motor stereotypy in a student with autism. Response blocking was effective and subsequent analysis revealed that wearing the tennis wrist bands alone maintained low frequency stereotypy. Results suggest that controlling effects from a procedure such as response blocking can be transferred to a programmed stimulus in the absence of physical intervention.     

Short-term and long-term effects of reinforcers on choice

The relation between molar and molecular aspects of time allocation was studied in pigeons on concurrent variable-time variable-time schedules of reinforcement. Fifteen-minute reinforcer-free periods were inserted in the middle of every third session. Generalized molar matching of time ratios to reinforcer ratios was observed during concurrent reinforcement. Contrary to melioration theory, preference was unchanged during the reinforcer-free periods as well as in extinction. In addition to this long-term effect of reinforcement, short-term effects were observed: Reinforcers increased the duration of the stays during which they were delivered but had little consistent effect either on the immediately following stay in the same schedule or on the immediately following stay in the alternative schedule. Thus, an orderly effect of reinforcer delivery on molecular aspects of time allocation was observed, but because of its short-term nature, this effect cannot account for the matching observed at the molar level.     

The effects of magnitude and quality of reinforcement on choice responding during play activities

Three boys with autism participated in a study of the effects of magnitude and quality of reinforcement on choice responding. Two concurrent response alternatives were arranged: (a) to play in an area where a peer or sibling was located, or (b) to play in an area where there was no peer or sibling. During one condition, the magnitude (i.e., duration of access to toys) or quality (level of preference) of reinforcement provided for both responses was equal. During the other condition, the magnitude or quality of reinforcement was relatively greater for choosing the play area where the peer or sibling was located than the area where the peer or sibling was not located. Results showed that after repeated exposure to the unequal magnitude or quality condition, the participant increasingly allocated his responses to the play area where the peer or sibling was located. For 2 participants, this pattern of responding was maintained in the subsequent equal magnitude or quality condition. Overall, the analysis suggests that the dimensions of magnitude and quality of reinforcement can be arranged to influence choice responding in favor of playing near a peer or sibling rather than playing alone.     

An evaluation of methylphenidate as a potential establishing operation for some common classroom reinforcers.

We conducted reinforcer assessments for 3 boys with a diagnosis of attention deficit hyperactivity disorder who alternately received either placebo or previously prescribed methylphenidate. Our purpose was to evaluate whether methylphenidate altered the relative reinforcing effectiveness of various stimuli that are often used in classroom-based behavioral treatment programs (e.g., activities, tangible items). Results showed clear differences for some stimuli between reinforcer assessments conducted when participants had received methylphenidate compared to placebo. Results suggest that methylphenidate might act as an establishing operation for some common classroom reinforcers. Implications for the development and evaluation of behavioral treatments are discussed.     

A component analysis of "stereotypy as reinforcement" for alternative behavior

Results from several studies have suggested that the opportunity to engage in stereotypic behavior may function as reinforcement for alternative, more socially desirable behaviors. However, the procedural components of this intervention include several distinct operations whose effects have not been analyzed separately. While measuring the occurrence of stereotypy and an alternative behavior (manipulation of leisure materials), we exposed 3 participants to three or four components of a "stereotypy as reinforcement" contingency: (a) continuous access to materials, (b) prompts to manipulate materials, (c) restricted access to stereotypy (i.e., response blocking), and (d) access to stereotypy contingent on manipulating the materials. Continuous access to materials and prompting (a and b) produced negligible results. Restriction of stereotypy (c) produced a large increase in the alternative behavior of 2 participants, suggesting that response restriction per se may occasion alternative behavior. However, contingent access to stereotypy (d) was necessary to increase the 3rd participant's object manipulation; this finding provided some support for the use of stereotypy as reinforcement for alternative behavior. Finally, when transfer of the effects of intervention was assessed during periods in which active intervention components were withdrawn, the alternative behavior was maintained for 1 participant.     

The effects of establishing operations on preferences for tangible items

Researchers have demonstrated that both deprivation and satiation can affect the outcome of preference assessments for food. In the current study, paired-stimulus preference assessments for tangible items were conducted under three conditions: control, deprivation, and satiation. Three persons with developmental disabilities and 3 typically developing preschool children served as participants. The results demonstrated that deprivation and satiation influenced the outcome of preference assessments of leisure items or toys.     

Effects of increased response effort on self-injury and object manipulation as competing responses

We evaluated the effects of a response-effort intervention on the occurrence of self-injurious hand mouthing and a competing response (object manipulation) with 4 individuals who had profound developmental disabilities. During Phase 1, results of functional analyses showed that all participants engaged in high levels of hand mouthing in the absence of social contingencies, suggesting that the behavior was maintained by automatic reinforcement. In Phase 2, preferred leisure items were identified for participants during assessments in which duration of leisure item manipulation was used as the index of preference. In Phase 3, participants were observed to engage in high levels of hand mouthing and in varying levels of object manipulation when they had free access to their most preferred leisure items during baseline. The effects of increased response effort on hand mouthing and object manipulation were then evaluated in mixed multiple baseline and reversal designs. The response-effort condition was identical to baseline, except that participants wore soft, flexible sleeves that increased resistance for elbow flexion but still enabled participants to engage in hand mouthing. Results showed consistent decreases in SIB and increases in object manipulation during the response-effort condition for all participants. These results suggested that a less preferred reinforcer (produced by object manipulation) may substitute for a more highly preferred reinforcer (produced by hand mouthing) when response effort for hand mouthing was increased. DESCRIPTORS: self-injurious behavior, automatic reinforcement, reinforcer substitutability, response effort     

The effects of advance notice of activity transitions on stereotypic behavior

Using an A-B-A-B design, two procedures for requesting a change of activity were compared for their effect on the stereotypic behavior of a man with autism. One procedure requested immediate change of activities, whereas the second procedure gave advance notice of a change. Less stereotypy occurred when advance notice of change was given.     

The effects of errorless learning and backward chaining on the acquisition of Internet skills in adults with developmental disabilities

An important area in the learning and development of individuals with disabilities is the acquisition of independent, age-appropriate leisure skills. Three adults with autism and mental retardation were taught to access specific Internet sites using backward chaining and most-to-least intrusive prompting. The number of independent steps completed in the task analysis increased following training.     

The effect of blocking inter-trial interval on sequential effects in absolute identification

Sequential effects are ubiquitous in decision-making, but no more than in the absolute identification task where participants must identify stimuli from a set of items that vary on a single dimension. A number of competing explanations for these sequential effects have been proposed, and recently Matthews and Stewart [(2009a). The effect of inter-stimulus interval on sequential effects in absolute identification. The Quarterly Journal of Experimental Psychology, 62, 2014–2029] showed that manipulations of the time between decisions is useful in discriminating between these accounts. We use a Bayesian hierarchical regression model to show that inter-trial interval has an influence on behaviour when it varies across different blocks of trials, but not when it varies from trial to trial. We discuss the implications of both our and Matthews and Stewart's results on the effect of inter-trial interval for theories of sequential effects.     

The mediating effects of career indecision subtypes on career-counseling effectiveness

The purpose of this study was to test the hypothesis that career indecision subtypes serve as a mediating variable in regard to career-counseling effectiveness, and to an attempt to detect two other mediators, i.e., individual- versus group-counseling modes and direct versus indirect test interpretation. In a pre-post design conducted on 149 undergraduate clients who went through a standard counseling process it was found that: (a) Different subtype groups gained differentially in their career decidedness; clients who “lack structure” gained the most from the treatment while clients who “perceive external barrier” and who experienced “personal conflict” gained the least, (b) Neither counseling mode nor test interpretation directiveness had significant effects or interactions with career decidedness. It was proposed that career counseling should be conducted with different contents rather than processes in order to benefit clients with various problem types.     

The Driving Behavior Survey as a Measure of Behavioral Stress Responses to MVA-Related PTSD

Numerous treatments are available that address the core symptoms of posttraumatic stress disorder (PTSD). However, there are a number of related behavioral stress responses that are not assessed with PTSD measures, yet these behavioral stress responses affect quality of life. The goal of the current study was to investigate whether a recently developed measure of behavioral stress response, the Driving Behavior Survey (DBS), was sensitive to change associated with treatment among a group of participants diagnosed with PTSD. The DBS indexes anxious driving behavior, which is frequently observed among individuals with motor vehicle accident-related PTSD. Participants (n = 40) were racially diverse adults (M age = 40.78, 63% women) who met diagnostic criteria for motor vehicle accident-related PTSD. Hierarchical linear modeling analyses indicated that participants who were assigned to a brief, exposure-based intervention displayed significant reductions on the DBS subscales relative to participants assigned to the wait-list control condition (r = .41–.43). Moreover, mediational analyses indicated that the observed reductions on the DBS subscales were not better accounted for by reductions in PTSD. Taken together, these findings suggest that the DBS subscales are sensitive to changes associated with PTSD treatment and can be used to augment outcome assessment in PTSD treatment trials.     

The comparative effectiveness of two modes of observer training on the Staff-Resident Interaction Chronograph

The comparative effectiveness of two time-limited modes of training observers to code activity on the Staff-Resident Interaction Chronograph (SRIC) in residential treatment programs for mentally disabled adults was evaluated. The susceptibility of training procedures for consensual observer drift was also examined, as was the predictability of SRIC mastery from trainee characteristics. Two equated groups of undergraduate student trainees (N=15 each) participated in full-time training for 27 days, followed by two weeks of criterion testing in vivo and on videotapes. One group received training by experience personnel using procedures known to be effective (original method). The other group received training via a previously untested set of written and videotaped procedures that do not rely on experienced personnel (package method). Multivariate and univariate analyses of variance found both methods to be equally effective in the degree of mastery achieved by trainees, without evidence of observer drift. No meaningful predictions of coding mastery were found, but conceptual mastery was predictable from individual characteristics. Differences were obtained for both groups between in vivo versus videotaped criterion tests. The results document procedures that are both efficient and resistant to invalidity for complex observational methodology as well as feasible for standardizing assessment of staff functioning across residential settings.This article is based on a thesis submitted to the Graduate College of the University of Illinois at Urbana-Champaign in partial fulfillment of the requirements for the Ph.D. degree in psychology by the first author under direction of the second author. The third and fourth authors also participated as supervisors. Appreciation is extended to other members of the thesis committee, Fred Kanfer, W. Robert Nay, Julian Rappaport, and James Wardrop, for their comments and recommendations. This study was partially supported by Public Health Service Grants MH-25464 and MH-14257 from the National Institute of Mental Health, and by grants from The Joyce Foundation and the Illinois Department of Mental Health and Developmental Disabilities.     

The effects of golf expertise and presentation modality on memory for golf and everyday items

The present study assessed whether golf expertise, presentation modality, and domain relevance affected memory for golf-related and everyday items. Forty-eight experienced golfers and 48 non-golfers were compared in their memory for golf-related ("putt to the hole") and everyday ("turn on the lamp") items. To-be-remembered items were presented verbally, visually, or were enacted. Enacted information was recalled best, followed by visually presented information. Combined effects of modality and golf expertise on recall of golf items were demonstrated on immediate but not on delayed recall. The findings suggest that recall of domain-relevant information is optimal when one has relevant background knowledge, and under conditions of visual encoding. The data support research on facilitation of domain-relevant knowledge on recall [Weber, N., & Brewer, N. (2003). Expert memory: The interaction of stimulus structure, attention, and expertise. Applied Cognitive Psychology, 17, 295-308]. Interpersonal body representation may have played a role in recall processes among experts [Thomas, R., Press, C., & Haggard, P. (2006). Shared representations in body perception. Acta Psychologica, 121, 317-330].     

The effects of response cost and response restriction on a multiple-response repertoire with humans

In two experiments a multiple-response repertoire of four free-operant responses was developed with university students as subjects using monetary gain as reinforcement. Following baseline, one of the responses was reduced either by making monetary loss contingent upon it (response cost) or by removing it from the repertoire (response restriction). In Experiment 1 a multielement baseline design was employed in which baseline and restriction or response-cost contingencies alternated semirandomly every 3 minutes. In Experiment 2 a reversal design was employed (i.e., baseline, restriction or response cost, then baseline), and each response required a different amount of effort. Both experiments had the following results: (a) The target response decreased substantially; (b) most nontarget responses increased, and the rest remained near their baseline levels; and (c) no support was found for Dunham's hierarchical, most frequent follower, or greatest temporal similarity rules. For several subjects, the least probable responses during baseline increased most, and the most probable responses increased least. Furthermore, in Experiment 2, responses with the lowest frequency of reinforcement increased most (for all 7 subjects), and those with the greatest frequency of reinforcement increased least (for 5 subjects).     

Repetition effects on word fragment completion: The role of competition among responses

Four experiments examined the effect of spaced repetition of study words on completion of word fragments with only one solution and word fragments with multiple solutions. Recognition was used as test of explicit memory in the first two experiments. The study words were presented either once or three times. Repetition was found to increase recognition memory substantially, and to affect fragment completion performance only marginally. This was true for both single- and multiple-solution fragments, showing that competition among responses is not critical for the magnitude of the repetition effect in fragment completion. This finding, that the repetition effect is marginal also when the type of cues provides an occasion for repetition effects to show up, suggests that the real effect of repetition on perceptual priming is borderline. It is proposed that memory from the first presentation eliminates necessary processing of items when they are re-exposed, and that the repetition effect thereby is reduced.     

Signaled reinforcement effects on fixed-interval performance of rats with lever depressing or releasing as a target response

The effect of a diffuse auditory signal filling a brief delay between a response and reinforcement depends upon the nature of the trained target response. Rats in a signaled condition responded slower than rats in an unsignaled condition if the target response was lever release. If the target response was lever depression, however, rats in the signaled condition responded faster than rats in the unsignaled condition at the end of training     

The effects of concurrent responding and reinforcement on behavioral output

Four birds key pecked on concurrent variable-interval one-minute variable-interval four-minute schedules with a two-second changeover delay. Response rates to the variable-interval one-minute key were then reduced by signaling its reinforcer availability and later by providing its reinforcers independently of responding. Each manipulation increased response rates to the variable-interval four-minute key even though relative reinforcement rates were unchanged. In a final phase, eliminating the variable-interval one-minute key and its schedule produced the highest rates of all to the variable-interval four-minute key. These results show that both reinforcement and response rates to one schedule influence response rates to another schedule. These results join those of Guilkey, Shull, & Brownstein (1975) in failing to replicate Catania (1963). Moreover, they violate the predictions of the equation for simple action (de Villiers & Herrnstein, 1976). In terms of a median-rate measure (reciprocal of the median interresponse time), rates to the variable-interval four-minute key were high when responding was not reduced to the variable-interval one-minute key and were low when it was reduced. This rate difference suggests a process difference between concurrent-schedule procedures that maintain high concurrent response rates versus those that do not. This process difference jeopardizes attempts to integrate single- and concurrent-operant performances within a single formulation.