Mirror pecking and timeout under a multiple fixed-ratio schedule of food delivery

Pigeons were trained to peck a key under a multiple fixed-ratio 25 fixed-ratio 175 schedule of food presentation. In the first condition, either a mirror or the opportunity to produce a 30-second timeout were available. In a second condition, mirror and timeout availability were reversed for the two groups. Following a return to the initial condition, mirror and timeout keys were presented together for all birds. Mirror and timeout responses occurred predominantly in the pause in the larger fixed-ratio component, regardless of whether the opportunities for the two responses were available singly or together. Mirror responding occurred in a greater proportion of the pauses than did timeouts. When the opportunities for both mirror pecking and timeout were available concurrently, they occurred with probabilities similar to those under the single conditions. Within the pause itself, mirror responses most frequently occurred immediately after reinforcement. Timeouts occurred most frequently toward the end of the pause, and some timeouts occurred in the early part of the run. Longer preratio pausing occurred in the larger fixed-ratio component in the conditions in which the mirror was present, whether or not any mirror pecks were recorded.     

THE USE OF NONCONTINGENT ESCAPE TO REDUCE DISRUPTIVE BEHAVIORS IN CHILDREN WITH SPEECH DELAYS

Noncontingent escape (NCE) was used to reduce disruptive behavior in 3 children during regularly scheduled speech therapy sessions. Results showed rapid decreases in disruptive behavior and accompanying increases in compliance across children. Findings suggest that speech therapists with little expertise in behavior analysis can effectively implement NCE.     

REEMERGENCE AND EXTINCTION OF SELF-INJURIOUS ESCAPE BEHAVIOR DURING STIMULUS (INSTRUCTIONAL) FADING

Based on results of a functional analysis indicating that the self-injurious behavior (SIB) of 3 individuals was maintained by negative reinforcement (escape from instructional situations), the effects of stimulus (instructional) fading were evaluated in a multiple baseline design across subjects. The rate of instructions was reduced to zero at the beginning of treatment and was gradually increased (faded in) across sessions as long as SIB remained low. However, if SIB remained high for 10 consecutive sessions, extinction was implemented until SIB decreased, at which point extinction was withdrawn and fading was resumed. Treatment was completed when the rate of instructions was the same as in baseline (two per minute), and SIB remained below 0.5 responses per minute for two consecutive sessions. Results showed that instructional fading (without extinction) virtually eliminated SIB initially, but these effects were not maintained. All 3 subjects required multiple exposures to extinction and over 150 treatment sessions in order to meet the end-of-treatment criteria. Advantages and limitations of fading procedures without an extinction component, as well as extensions of both interventions to other clinical problems, are discussed.     

DENTIST-IMPLEMENTED CONTINGENT ESCAPE FOR MANAGEMENT OF DISRUPTIVE CHILD BEHAVIOR

We evaluated the effectiveness of a dentist-implemented intervention in which brief escape from dental treatment was provided to manage disruptive child behavior during restorative dental treatment. Within a multiple baseline design across subjects, 4 children, aged 3 to 7 years, were provided temporary escape from dental treatment contingent upon brief periods of cooperative behavior. Disruptive behavior decreased when the appropriate escape contingency was used at least 80% of the time. The escape contingency required no more time than traditional management procedures (e.g., tell-show-do, reprimands and loud commands, restraint) to bring disruptive behavior under control. Independent ratings by two dentists provided social validation of the efficacy of the escape contingency.     

On the relative contributions of positive reinforcement and escape extinction in the treatment of food refusal

We compared the effects of positive reinforcement alone, escape extinction alone, and positive reinforcement with escape extinction in the treatment of the food and fluid refusal of 4 children who had been diagnosed with a pediatric feeding disorder. Consumption did not increase when positive reinforcement was implemented alone. By contrast, consumption increased for all participants when escape extinction was implemented, independent of the presence or absence of positive reinforcement. However, the addition of positive reinforcement to escape extinction was associated with beneficial effects (e.g., greater decreases in negative vocalizations and inappropriate behavior) for some participants.     

The contributions of Rosenbaum's model of self-control and the transtheoretical model to the understanding of exercise behavior

ObjectivesRosenbaum's [1990. The role of learned resourcefulness in the self-control of health behavior. In M. Rosenbaum (Ed.), Learned resourcefulness: On coping skills, self-control, and adaptive behavior (pp. 3–30). New York: Springer Publishing Company; 2000. The self-regulation of experience: openness and construction. In P. Dewe, A. M. Leiter, &; T. Cox (Eds.), Coping and health in organizations (pp. 51–67). London: Taylor and Francis] model of self-control depicts learned resourcefulness as a key component of the goal attainment process. Despite this model's popularity, few studies have examined its importance in the maintenance of exercise. The transtheoretical model of change has been used instead. The two models, nonetheless, share strikingly similar components with the exception of learned resourcefulness.Design/MethodsOur 265 participants, ranging from wanting to be active to being regular exercisers, completed instruments assessing learned resourcefulness, stage of change for exercise, self-efficacy, reasons for exercising and the processes of change for exercise.ResultsAs predicted, participants in the maintenance stage for exercise were on average more highly resourceful than participants in the contemplation, preparation and action stages of change. Low resourceful participants in the contemplation stage of change were the least likely to be employing strategies to help facilitate activity.ConclusionImplications for exercise promoters are discussed.     

THE USE OF POSITIVE AND NEGATIVE REINFORCEMENT IN THE TREATMENT OF ESCAPE-MAINTAINED DESTRUCTIVE BEHAVIOR

We identified 3 clients whose destructive behavior was sensitive to negative reinforcement (break from tasks) and positive reinforcement (access to tangible items, attention, or both). In an instructional context, we then evaluated the effects of reinforcing compliance with one, two, or all of these consequences (a break, tangible items, attention) when destructive behavior produced a break and when it did not (escape extinction). For 2 clients, destructive behavior decreased and compliance increased when compliance produced access to tangible items, even though destructive behavior resulted in a break. For 1 client, extinction was necessary to reduce destructive behavior and to increase compliance. Subsequently, when the schedule of reinforcement for compliance was faded for all clients, destructive behavior was lower and fading proceeded more rapidly when compliance produced multiple functional reinforcers (i.e., a break plus tangible items or attention) and destructive behavior was on extinction. The results are discussed in terms of the effects of relative reinforcement value and extinction on concurrent operants.