Curriculum-based measurement: Conceptual underpinnings and integration into problem-solving assessment

This article presents a case study exemplifying the use of curriculum-based measurement (CBM) in educational decision making. CBM is portrayed as more than just a set of brief fluency tests with strong conceptual ties to three related assessment models, viz., behavioral, ecological, and problem-solving assessment. The key elements of each of these models are delineated. A case study is presented to show how CBM is integrated into problem-solving educational assessment and decision-making practices.     

Altering Reinforcer Variety or Intensity Changes the Within-Session Decrease in Responding

Operant responding often changes systematically within experimental sessions. McSweeney, Hinson, and Cannon (1996) argued that sensitization and habituation produce within-session changes in responding. The present study tested two predictions of the sensitization–habituation explanation. In two experiments, rats pressed a lever for reinforcers delivered by a multiple variable interval 15-s variable interval 15-s schedule. In Experiment 1, the variety of reinforcers delivered during the session was manipulated by varying the percentage of programmed reinforcers replaced with qualitatively different reinforcers from 0 to 75%, in five different conditions. In Experiment 2, the intensity of the reinforcer was manipulated by varying the concentration of sucrose in the sucrose and water solution used as the reinforcer from 0 to 30%, in five different conditions. Increasing the variety or the intensity of the reinforcers slowed the within-session decrease in responding. The results are consistent with the predictions of a sensitization–habituation explanation of within-session changes in responding.     

Positive priming: Locations containing relevant information are labeled accordingly

Individuals engaged in a location task where the relevancy status [relevant (stimulus) vs irrelevant (distractor) information] of these locations was reversed from one trial (prime) to the next (probe). The results produced by these reversals (Distractor-to-Stimulus and Stimulus-to-Distractor) indicated that both stimulus and distractor items are given relevancy status labels which participate in the future processing at the labeled locations. These findings support the view that selective processing involves both ‘facilitatory' and ‘inhibitory' components. Further, unlike identity tasks, the data indicated that neither the formation nor the subsequent use of these ‘location' labels (stimulus or distractor) is related to the presence of a response conflict.PsycINFO classification: 2330; 2340     

Free-operant escape-avoidance of noise by rats

A series of experiments was conducted to establish free-operant escape-avoidance responding in rats using noise as the stimulus. Naive rats did not acquire a bar-press response on an escape-avoidance of noise schedule. Similarly, free-operant responding established using escape-avoidance of shock was not maintained when noise was substituted for shock. Noise stimuli of 110 dB did maintain responding, but at a lower level than during training, when the noise stimuli had first been paired with shock. Noise stimuli of 97 dB and 87 dB were not effective under those same conditions. Additional rats were trained on a free-operant escape-avoidance schedule of shock and then exposed to a delayed conditioning procedure in which noise was the conditioned stimulus and shock was the unconditioned stimulus. When these subjects were then tested with noise alone, two of the three subjects conditioned and tested with 105-dB noise displayed escape-avoidance of noise, but none of the rats conditioned and tested at 97 dB displayed escape-avoidance of noise. The results suggest that free-operant escape-avoidance of noise can be demonstrated; however, only higher intensity noise stimuli that have been paired with shock are effective.     

Evaluating the effects of functional communication training in the presence and absence of establishing operations

We conducted functional analyses of aberrant behavior with 4 children with developmental disabilities. We then implemented functional communication training (FCT) by using different mands across two contexts, one in which the establishing operation (EO) that was relevant to the function of aberrant behavior was present and one in which the EO that was relevant to the function of aberrant behavior was absent. The mand used in the EO-present context served the same function as aberrant behavior, and the mand used in the EO-absent context served a different function than the one identified via the functional analysis. In addition, a free-play (control) condition was conducted for all children. Increases in relevant manding were observed in the EO-present context for 3 of the 4 participants. Decreases in aberrant behavior were achieved by the end of the treatment analysis for all 4 participants. Irrelevant mands were rarely observed in the EO-absent context for 3 of the 4 participants. Evaluating the effectiveness of FCT across different contexts allowed a further analysis of manding when the establishing operations were present or absent. The contributions of this study to the understanding of functional equivalence are also discussed.     

Exploring the Relationship of Religiosity,Religious Support,and Social Support Among African American Women in a Physical Activity Intervention Program

Religious belief has been linked to a variety of positive mental and physical health outcomes. This exploratory study will address the relationship between religious involvement and social connectedness among African American women. Results from a physical activity intervention research project (N = 465) found that total religious support and social support were significantly negatively correlated with total religiosity, while total general social support was significantly positively correlated with total religious support. Overall, the study indicates that more research is needed on ways to encourage interaction between the positive dimensions of both religiosity and social support to bring about healthy behaviors.     

Comparison of task interspersal ratios on efficiency of learning and problem behavior for children with autism spectrum disorder

The current study extends the literature on task interspersal (TI) by comparing the effects of four different TI ratios on the efficiency of skill acquisition and on levels of problem behavior in children with autism spectrum disorder and related disorders. The four ratios of TI were 3:1, 1:1, 1:3, and 0:1 mastered‐to‐acquisition tasks. An adapted alternating treatments design was implemented to compare the cumulative number of stimuli mastered, mean training time to mastery, rate of acquisition, and the level of problem behavior. The results showed that the 0:1 condition was the most efficient intervention procedure for all four participants. In addition, TI did not lead to a greater reduction in levels of problem behavior.     

Affect dynamics, affective forecasting, and aging

Affective forecasting, experienced affect, and recalled affect were compared in younger and older adults during a task in which participants worked to win and avoid losing small monetary sums. Dynamic changes in affect were measured along valence and arousal dimensions, with probes during both anticipatory and consummatory task phases. Older and younger adults displayed distinct patterns of affect dynamics. Younger adults reported increased negative arousal during loss anticipation and positive arousal during gain anticipation. In contrast, older adults reported increased positive arousal during gain anticipation but showed no increase in negative arousal on trials involving loss anticipation. Additionally, younger adults reported large increases in valence after avoiding an anticipated loss, but older adults did not. Younger, but not older, adults exhibited forecasting errors on the arousal dimension, underestimating increases in arousal during anticipation of gains and losses and overestimating increases in arousal in response to gain outcomes. Overall, the findings are consistent with a growing literature suggesting that older people experience less negative emotion than their younger counterparts and further suggest that they may better predict dynamic changes in affect.     

Concurrent and short‐term longitudinal associations between peer victimization and school and recess liking during middle childhood

Background Prior studies outside of the UK have shown that peer victimization is negatively associated with school adjustment. Aims To examine concurrent and short‐term longitudinal associations between peer victimization (physical, malicious teasing, deliberate social exclusion, and malicious gossiping) and two measures of school adjustment (school liking and recess liking), and test if these associations were moderated by year and sex. Sample A UK sample of 429 pupils in Years 4, 5, and 6 (Grades 3, 4, and 5, respectively, in USA) participated in the Autumn/Winter (Time 1) and 189 of these provided follow‐up data during the Spring/Summer (Time 2) of the same school year. Method Peer nominations of victimization, and self‐reports of school adjustment were collected in individual and small group interviews. Results At time 2 (but not Time 1), victimization predicted concurrent school liking among year 6 pupils but not among year 4/5 pupils, and victimization predicted recess liking among all pupils. Victimization also predicted changes in School liking among boys (not girls) and among Year 6 (not Year 4/5) pupils, and victimization predicted changes in recess liking among all pupils. Conclusions The associations between victimization and poor school adjustment found elsewhere were replicated with this British sample. The implications of these results for children's social adjustment at school were discussed.     

Punishment of irritable aggression

In a series of three experiments using a restrained target procedure the influence of shock punishment of shock-induced aggression in rats was assessed. Regardless of prior experience with shock-induced aggression, punishment resulted in a suppression of the frequency and total duration of the fighting behavior. In addition, possible alternative explanations that have clouded studies of punishment of irritable aggression were ruled out by demonstrating that the suppression was not a consequence of altered parameters of shock frequency and duration.