USING HIGH-PROBABILITY INSTRUCTION SEQUENCES WITH FADING TO INCREASE STUDENT COMPLIANCE DURING TRANSITIONS

Making efficient transitions from one instructional activity to another has been shown to increase academic learning time and therefore student achievement. Because compliance with teacher instructions is a prerequisite for efficient transitions, we sought to determine if high-probability (high-p) instruction sequences issued by a classroom teacher would increase student compliance and decrease latency to comply during transitions. Three children in a regular second-grade classroom participated. Each day at the beginning of morning calendar time, the teacher issued five instructions to the class as a group while compliance data were recorded for the 3 target students. Following baseline, a multielement design was used to examine the effects of the high-p instruction sequence. We then systematically faded the number of instructions included in the high-p sequence as a means of transferring stimulus control to low-probability instructions. The procedure was effective for 2 of the 3 participants, and the results were maintained at 2-and 3-week follow-up. The implications of these findings for group applications of the high-p instruction sequence in regular education classrooms are discussed.     

THE FRED S. KELLER SCHOOL

The Fred S. Keller School is located in Yonkers, New York, and is one of several schools operating as a Comprehensive Application of Behavior Analysis to Schooling (CABAS®) program. CABAS® schools are self-correcting and self-sustaining, and incorporate the science of teaching into every aspect of schooling. The Keller School functions as a cybernetic system of education in which the individualized instruction of each student influences the behavior of the entire education community. Student opportunities to learn are continuously measured, graphed, evaluated, and, as necessary, modified. Staff training occurs as a function of the programmatic needs of each student and the repertoire of the individual staff member. Supervisors are master teachers whose behavior is directly tied to the learning of the students and other staff. Parents are also taught principles of behavior as they relate to the education of their child, and parenting behaviors are changed based upon the needs and progress of the child. The behavior of the entire school (including efficacy and efficiency measures, the development of repertoires) is influenced by the performance of each individual within it.     

Classroom-based functional and adjunctive assessments: proactive approaches to intervention selection for adolescents with attention deficit hyperactivity disorder.

The present investigation evaluated the utility of classroom-based functional and adjunctive assessments of problem behaviors for 2 adolescents who met diagnostic criteria for attention deficit hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder (ODD). For children with ADHD-ODD, environmental classroom variables, when systematically manipulated by teachers, were related to the occurrence and nonoccurrence of problem behaviors. Classroom interventions derived from information that was obtained during functional and adjunctive assessments and from subsequent analyses resulted in substantial reductions in problem behaviors. Teacher and student consumer satisfaction ratings indicated that the interventions were effective and feasible in the classroom setting.     

INCREASING COMPLIANCE WITH MEDICAL PROCEDURES: APPLICATION OF THE HIGH-PROBABILITY REQUEST PROCEDURE TO A TODDLER

The effects of high-probability (high-p) requests on compliance with low-probability (low-p) responses have received increased attention from applied investigators. This study examined the effects of a high-p procedure on a toddler's compliance with medical procedures. Compliance to low-p requests occurred more frequently following compliance to high-p requests, suggesting that this procedure may be useful across different topographies of compliance.     

Cocaine tolerance: acute versus chronic effects as dependent upon fixed-ratio size.

The effects of cocaine on operant behavior were studied by examining fixed-ratio value as a factor in the development of tolerance. Pigeons pecked a response key under a three-component multiple schedule, with each bird being exposed to fixed-ratio values that were categorized as small, medium, or large. Administered acutely, cocaine (1.0 to 10.0 mg/kg) produced dose-related decreases in overall rate of responding. Responding maintained by the largest ratio was decreased by lower doses than those required to reduce rates of responding maintained by the other two ratio schedules. Following repeated daily administration of 5.6 mg/kg of cocaine, dose-effect functions (obtained from sessions during the chronic regimen by making substitutions for the daily dose) indicated tolerance under the smaller ratios, but no tolerance or less tolerance under the largest ratio. Thus, whether tolerance developed, and the degree to which it developed, depended on the ratio value. The results are partially consistent with the notion that tolerance to drug effects on schedule-controlled behavior will develop if drug administration initially reduces reinforcement frequency, but they indicate that reinforcement loss alone is not a sufficient condition for the generation of tolerance under such conditions. The findings suggest that amount of responding required for reinforcement, or "effort," may contribute to the development of tolerance to effects of cocaine.     

Positive behavioral contrast across food and alcohol reinforcers.

The present study examined behavioral contrast during concurrent and multiple schedules that provided food and alcohol reinforcers. Concurrent-schedule contrast occurred in the responding reinforced by food when alcohol reinforcers were removed. It also occurred in the responding reinforced by alcohol when food was removed. Multiple-schedule contrast appeared for food when alcohol reinforcers were removed, but not for alcohol when food was removed. These results show that behavioral contrast may, but does not always, occur across qualitatively different reinforcers. They also show that multiple-schedule contrast may be more difficult to produce than concurrent-schedule contrast. The results have implications for a model of alcohol consumption.     

PROMOTING PARENT-PROVIDER INTERACTION DURING YOUNG CHILDREN'S HEALTH-SUPERVISION VISITS

We prompted parents to increase their interactions with health-care providers during their children's health-supervision visits. Before scheduled appointments we asked parents of 32 infants and young children if they had specific child health questions or concerns. Sixteen parents randomly assigned to the prompted group were then prompted to initiate discussions of their concerns. Sixteen control parents discussed unrelated topics before their appointments. Prompted parents initiated significantly more interactions with health-care providers and more health and behavioral topics were discussed during their appointments. Both parent groups reported satisfaction with health-care services. Further research is needed to determine the clinical significance of outcomes associated with enhanced parent-provider interaction during children's health-supervision visits. These visits are ideal settings for behavioral research on improving health care for children and their families.     

A functional analysis of another individual's behavior as discriminative stimulus for a monkey.

Key presses of 1 monkey (called the performer) became the basis upon which a 2nd monkey (called the judge) solved conditional-discrimination tasks. First, the performer was trained to press one of two colored choice keys (red or green) depending on the location of a white light in her chamber. The performer's key-pressing behavior was brought under the control of the experimenter by this procedure. Subsequently, the judge was trained to discriminate the performer's key-pressing behavior. In Experiment 1, the judge had to press Key 1 when the performer pressed the red choice key and Key 2 when the performer pressed the green choice key. In Experiment 2, a sample key was introduced. The judge had to press Key 1 when the performer pressed the same colored choice key as the sample; the judge had to press Key 2 when the performer pressed the different colored choice key. In both experiments, the judge was required to attend to the behavior of the performer. It was shown that the performer's behavior served as a discriminative stimulus for the judge's responses in a conditional-discrimination task.     

Variable-interval schedule performance in open and closed economies

In two experiments, pigeons obtained food according to variable-interval schedules. In the first experiment, equivalent variable-interval schedules with average interreinforcer intervals ranging between 10 and 80 s in different conditions were studied in both open and closed economies. Response rates increased as reinforcement frequency decreased in the closed economy. By contrast, in the open economy response rates decreased for 1 bird and were variable for the other as reinforcement frequency decreased. The second experiment showed that the differences in the functions between responding and reinforcement frequency in the two types of economies were not due to changes in deprivation level. These results suggest that open and closed economies yield different behavioral effects. This conclusion is supported further by a reconsideration of previous findings that appear counter to the conclusion.     

The momentum of human behavior in a natural setting

Adults with mental retardation in a group home received popcorn or coffee reinforcers for sorting plastic dinnerware. In Part 1 of the experiment, reinforcers were dispensed according to a variable-interval 60-s schedule for sorting dinnerware of one color and according to a variable-interval 240-s schedule for sorting dinnerware of a different color in successive components of a multiple schedule. Sorting rates were similar in baseline, but when a video program was shown concurrently, sorting of dinnerware was more resistant to distraction when correlated with a higher rate of reinforcement. In Part 2 of the experiment, popcorn or coffee reinforcers were contingent upon sorting both colors of dinnerware according to variable-interval 60-s schedules, but additional reinforcers were given independently of sorting according to a variable-time 30-s schedule during one dinnerware-color component. Baseline sorting rate was lower but resistance to distraction by the video program was greater in the component with additional variable-time reinforcers. These results demonstrate that resistance to distraction depends on the rate of reinforcers obtained in the presence of component stimuli but is independent of baseline response rates and response–reinforcer contingencies. Moreover, these results are similar to those obtained in laboratory studies with pigeons, demonstrating that the determination of resistance to change by stimulus–reinforcer relations is not confined to controlled laboratory settings or unique to the pigeon.