TEACHING CHILDREN APPROPRIATE SHOPPING BEHAVIOR THROUGH PARENT TRAINING IN THE SUPERMARKET SETTING1

The shopping behavior of three elementary school-age boys was analyzed and parent-child interactions assessed for one boy and his mother. Estimates of parent or consumer satisfaction with child shopping behavior were also obtained. The effects of a parent-mediated treatment package on child behavior were assessed using a multiple-baseline design. Treatment produced significant increases in appropriate shopping behavior in all three children and parents became increasingly satisfied with improved child behavior. Analysis of data for one mother also revealed that her manner of interacting with her child became more positive.     

FUNCTIONAL ANALYSIS OF A PROGRAM FOR TRAINING HIGH AND LOW PREFERENCE PEERS TO MODIFY DISRUPTIVE CLASSROOM BEHAVIOR1

Although considerable evidence has accumulated regarding the effectivenes of peers as behavior managers, little attention has been directed toward the analysis of components of training programs. Also, it is not known whether high and low preference peers have different reinforcing effects. In this study, a two-phase peer training program was introduced to five high preference and five low preference peer managers. The Managers were assigned one to each of 10 grade-four elementary pupils with high rates of disruptive behavior. Peer Training I was composed of instructions to monitor and reinforce target subject behavior on a time-sample schedule, to record this reinforcement, and to ignore inappropriate behavior in target subjects. Peer Training II introduced, in addition, backup reinforcement for the monitoring behavior of managers. Measures were taken of target subject behavior, antecedent and consequent attention from managers and other peers, monitoring behavior of managers, teacher behavior, and preference ratings of peer managers by target subjects. Significant improvements in target subject behavior occurred following Peer Training I and further improvements occurred following Peer Training II. These changes were paralleled by decreases in the frequency of antecedent and consequent manager attention to problem behaviors, and improvements in the number and accuracy of monitoring checks. Recorded reductions in teacher attention to individual children and to target subjects were not statistically significant. Posttest preference scores improved significantly over pretest scores for low preference managers, while remaining high for high preference managers.     

Dependency, temporal contiguity, and response-independent reinforcement

A comparison was made of the effects of variable-interval, variable-time, and tandem variable-interval fixed-time schedules on key-peck responding of pigeons. The variable-interval component of the tandem schedule retained the response-reinforcement dependency; the fixed-time component allowed the temporal proximity between responding and reinforcement to vary, constrained only by the duration of the fixed-time interval. Response rates were highest during the variable-interval and lowest during the variable-time schedule. Intermediate response rates occurred during the tandem schedule. The results of a yoked control condition showed that the effects of the tandem schedule were not due simply to changes in reinforcement distribution or frequency. The results suggest that substantial reductions in responding occur when reinforcement is response-dependent but not necessarily contiguous with the response required to produce reinforcement.     

Line-orientation generalization following signalled-reinforcer training

Three naive and three nonnaive pigeons key pecked for food on a multiple variable-interval 1-minute variable-interval 1-minute schedule with a black zero-degree vertical line on a white surround associated with one component and a black line shifted 30 degrees to the right (+30 degree) associated with the other component. Subsequently, a signalled-reinforcer procedure was introduced in the +30 degree component, i.e., whenever the reinforcer was available for the next response, the key changed to blank white. Following this training, the original unsignalled-reinforcer condition was re-instated. Line orientation generalization tests were given at the end of signalled-reinforcer training and after the second unsignalled-reinforcer condition. The signalled-reinforcer procedure reduced response rate in the +30-degree component in all subjects but facilitated responding during the zero-degree component (behavioral contrast) for two of the naive subjects only. However, average generalization gradients following signalled-reinforcer training indicated peak shift in two subjects and area shift in all five subjects that completed the experiment. There was no apparent relation between contrast and peak shift or degree of area shift. The data were interpreted as supporting the notion that the signalled-reinforcer procedure segments a variable-interval schedule into extinction and fixed ratio 1 segments.     

THE EFFECTS OF TOKEN REINFORCEMENT ON THE BEHAVIOR OF DELINQUENTS IN COTTAGE SETTINGS1

A token economy designed to modify the behavior of 125 adolescent males committed to a state correctional institution was implemented in the boys' cottages, focusing on social behavior (peer interaction), rule following, and task completion. The program was sequentially introduced in a multiple-baseline design in three independent cottages; a fourth group served as a comparison cottage. Appropriate behavior increased when the token program was introduced in each cottage. Data were collected for 14 months. Thus, the long-term effects of initial behavior change were assessed.     

Matching in a network

Pigeons were given practice choosing between pairs of alternatives yielding different frequencies of reinforcement. Four individual alternatives were set into four pairwise choices. Averaged over subjects, the distribution of responses in each choice approximated matching. The four individual alternatives were then presented, two by two, in two pairwise choices for which there had been no initial practice. No further reinforcement was given during the tests with the new pairs. Transfer to the two test pairs deviated systematically from matching in most cases by exaggerating the preference for the alternative that had had the higher frequency of reinforcement.     

Effects of a delay-reinforcement procedure on performance under IRT>t schedules

Water-deprived rats were studied under a compound schedule that prescribed that responses terminating interresponse times (IRTs) greater than a fixed value t₁ (IRT > t₁ component schedule) initiated a delay of reinforcement interval t₂, at the end of which water was presented if the subject did not respond ( > t₂ component schedule). If the subject responded before the t₂ interval elapsed, the IRT > t₁ component schedule was re-initiated and water was not presented. The IRT > t₁ and > t₂ component schedules were not differentially correlated with distinctive stimuli. Rate of responding during the IRT > t₁ component decreased as a function of the value of t₂. The magnitude of the decreases in response rate appeared to be proportional to the subject's rate under the IRT > t schedule with no delay of reinforcement (t₂ = 0 sec). The effects were independent of the parameter value of the IRT > t₁ component schedule and of the rate of reinforcement. The results suggested that “efficiency” of performance under IRT > t schedules can be increased by appropriately arranging brief delays of reinforcement.     

Preference for mixed versus constant delay of reinforcement

Preference for constant and mixed delay of reinforcement was studied using concurrent equal variable-interval schedules. For four pigeons, pecking one key was reinforced following constant delays of 8 sec and mixed delays of 6 or 10 and 2 or 14 sec. Pecking a second key was reinforced following constant delays of 0, 8, 16, and 32 sec. For two additional pigeons, pecking one key was reinforced following delays of 30, 15 or 45, 5 or 55, and 0 or 60 sec. Reinforcements on the other key were delayed 30 sec. It was found that (a) pigeons preferred mixed relative to constant delay of reinforcement, and (b) preference for mixed delay of reinforcement increased as the range of delay interval variability increased.     

Natural rates of teacher approval and disapproval in the classroom

Sixteen classroom observational studies were conducted to determine natural rates of teacher verbal approval and disapproval in the classroom. Rates of teacher verbal approval and disapproval were measured by the Teacher Approval and Disapproval Observation Record (TAD) over Grades 1 through 12. Teacher verbal approval rates dropped over grade, with a marked drop after second grade. In every grade after second, the rate of teacher verbal disapproval exceeded the rate of teacher verbal approval. These rates are interpreted in terms of reinforcement theory.     

THE EFFECTS OF DIFFERENT REINFORCEMENT CONDITIONS ON THE TEST PERFORMANCE OF MULTIHANDICAPPED DEAF CHILDREN1

The present study explored the effects of different reinforcement conditions on the number of correct responses on the Raven Progressive Matrices. Four groups of 11- to 18-year-old multihandicapped deaf children matched on the basis of mean age and pretest scores were used. The groups were randomly assigned to any of four posttest conditions: end-of-session reinforcement, noncontingent reinforcement, delayed reinforcement, and immediate reinforcement. The mean posttest score of subjects tested under the immediate-reinforcement condition was significantly higher than that of any other group. No significant differences were observed between the mean posttest scores of the three other groups. The practical implications of using reinforcement procedures for testing purposes are discussed.