Feedback functions for variable-interval reinforcement

On a given variable-interval schedule, the average obtained rate of reinforcement depends on the average rate of responding. An expression for this feedback effect is derived from the assumptions that free-operant responding occurs in bursts with a constant tempo, alternating with periods of engagement in other activities; that the durations of bursts and other activities are exponentially distributed; and that the rates of initiating and terminating bursts are inversely related. The expression provides a satisfactory account of the data of three experiments.     

EFFECTS OF CHILD BEHAVIOR CHANGE ON TEACHER VERBAL BEHAVIOR AND RATING OF STUDENT BEHAVIOR1

The relationship between student behavior change and its effect on teacher behavior was investigated. A total of six boys and their two male teachers from two fourth-grade classrooms served as subjects. In two multiple-baseline experiments, students were exposed successively to baseline, placebo-therapy (a control for teacher expectation of student change), active-therapy (contingencies for student behavior improvement), and a return to placebo-therapy phases. As student behavior (the independent variable) improved, daily teacher ratings of children improved moderately, and the percentage of teacher vocalizations in response to appropriate (as compared with inappropriate) child behavior increased markedly. The latter shift in the distribution of teacher vocalizations was found to be largely attributable to the increased availability of appropriate behavior to which teachers could respond. This study raises questions about similar findings in an earlier experiment by Sherman and Cormier (Journal of Applied Behavior Analysis, 1974, 7 , 11–21). First, the main measure of teacher verbal behavior in both this and the earlier study was considered to be insufficient as a measure of teacher change. It did not control for the expected effects of changes in the base rate of student appropriate behavior. Second, student behavior improvement did not appear to reinforce teacher behavior. This was attributed to the noncontingency of student improvement on any class of teacher behaviors. The possible reinforcing value of student behavior improvement for teachers was not challenged. Implications of rating changes were also discussed.     

MEASURING CLIENT GAINS FROM STAFF-IMPLEMENTED PROGRAMS

Confidence in the adequacy with which staff implement training programs requires an analysis of the impact on the client. In two experiments, measures were devised to reflect this impact. In the first, a measure of the consistency with which clients participated in a toilet-training program revealed their participation to be erratic. Consistent participation occurred after a public display of the consistency of participation was introduced. In Experiment II, detailed measures were devised to reflect the client's performance during the implementation of two physical-therapy programs: range-of-motion and ambulation. Additionally, standardized measures of the benefits that accrued from their participation in these programs were devised. Improvements in both measures were slight and unstable during a condition of immediate feedback (supervisor praise) to staff but substantial improvements were obtained with the addition of a public display of the client's performance.     

INSTRUCTIONS,FEEDBACK, AND REINFORCEMENT IN REDUCING ACTIVITY LEVELS IN THE CLASSROOM

The biomotometer, an electronic device which simultaneously measures motor activity and provides auditory feedback, was used in combination with material reinforcers in an experiment to reduce children's activity level in a classroom setting. Subjects were nine boys and two girls, aged 9–13, from a day hospital program for emotionally disturbed children. After five baseline trials, each child had five contingent reinforcement trials in which he/she received feedback “beeps” from the biomotometer and was given toy or candy rewards after each trial in which activity fell at least 20% below mean baseline level. Then five noncontingent reinforcement trials were run in which children received rewards for wearing the apparatus without the feedback attachment. Results indicated that the intervention “package,” including instructions, feedback, and contingent reinforcement, was successful in all five trials for 8 of 11 children. Activity levels increased during the final noncontingent phase.     

IMPROVING THE PEER INTERACTIONS OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS THROUGH SELF-EVALUATION PROCEDURES: A COMPONENT ANALYSIS AND GROUP APPLICATION

We conducted two experiments examining the effects of a self-evaluation package on the peer interactions of students described as emotionally or behaviorally disordered. Experiment 1 assessed the additive effects of various components of a self-evaluation package on the frequency of inappropriate and appropriate peer interactions. The components assessed were rewards alone, rewards plus discussion, and self-evaluation plus rewards. Results showed limited effectiveness when rewards alone and rewards plus discussion were implemented. However, substantial improvements in peer interactions were observed when the self-evaluation component was added. Experiment 2 examined the efficacy and feasibility of the procedures when implemented in a group setting. Students in three classrooms served as participants. Direct observation data collected for 8 of the participants showed the procedures to be effective in improving peer interactions when implemented in a group context.     

Instructor Feedback for College Writing Assignments in Introductory Classes

We compared three instructor feedback protocols to determine whether minimal instructor feedback could improve undergraduate students' writing skills in large introductory classes. The three feedback conditions were specific feedback, nonspecific feedback, and grade only. Sixty community college students participated in the study. Sections of an Introduction to Human Services course were randomly assigned to the three feedback conditions. Students wrote 9 timed essays during the semester. Pretest data were collected from the first essay at the beginning of the semester. Posttest data were taken from the final essay. Data for each student's essays consisted of the number of words written, the number of spelling errors, and the number of syntax grammar errors. Between the pretest and the posttest, students wrote 7 timed essays during class periods. Students in the specific feedback condition received a tally of spelling and grammar errors on grade criteria sheets and the location of the errors marked on their essays. In the nonspecific feedback condition, students received a tally of the errors on their grade criteria sheets but the locations of the errors were not marked on the essays. In the grade only condition, students received feedback on the number of points they had earned for each essay. Significant differences were found for pretest–posttest difference (gain) scores for the proportion of errors to the number of words written between the specific feedback condition and the grade only condition. Specific feedback decreased the proportion of errors to words written. The grade only condition maintained the same proportion of errors to words written from pretest to posttest. Significant differences were also found between difference (gain) scores for total errors between the specific feedback condition and the grade only condition and between the nonspecific feedback condition and the grade only condition.     

EFFECTS OF IMMEDIATE AND DELAYED ERROR CORRECTION ON THE ACQUISITION AND MAINTENANCE OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES

We compared immediate and delayed error correction during sight-word instruction with 5 students with developmental disabilities. Whole-word error correction immediately followed each error for words in the immediate condition. In the delayed condition, whole-word error correction was provided at the end of each session's three practice rounds. Immediate error correction was superior on each of the four dependent variables.     

Discrete‐trial training performance of behavior interventionists with autism spectrum disorder: A systematic replication and extension

Further research is needed on strategies to improve employment outcomes for individuals with autism spectrum disorder (ASD). We replicated and extended prior research by examining the acquisition, maintenance, and generalization of discrete‐trial training (DTT) performance of adults with ASD who were interested in careers as behavior technicians. Three participants received training on how to implement DTT with children and we assessed the maintenance and generalization of DTT performance in the absence of feedback. Results indicated that procedural integrity generalized across children and targets and maintained for 6 to 17 session days without feedback. Results have implications for the successful employment of individuals with ASD as behavior technicians and for future research on strategies to enhance their performance on the job.     

主动控制感在大脑表征中的时空标记

主动控制感是主动动作过程中产生的控制自身动作, 进而控制外部环境的主观体验。构成动作主动控制感的核心要素是主观意图与结果反馈。本研究试图通过操控这两个核心要素的不同属性, 借助脑磁图等技术, 探寻主动控制感在大脑额-顶为主的脑网络中前-后馈的作用方式及时空特异性标记, 并建构新的认知神经理论模型。这将有利于理解人类动作的产生及后效、为相关精神类疾病的临床诊断提供更加客观的参照标准。