On the relation between preference and resistance to change

Nevin (1979) noted that preference in concurrent chains and resistance to change in multiple schedules were correlated, in that both measures were affected similarly by variations in parameters of reinforcement such as rate, immediacy, and magnitude. To investigate the relationship between preference and resistance to change directly, we used a within-session procedure that arranged concurrent chains in one half of the session and a multiple schedule in the other half. The same variable-interval schedules served as terminal links in concurrent chains and as the components of the multiple schedule, and were signaled by the same stimuli. After performances had stabilized, responding in the multiple schedule was disrupted by delivering response-independent reinforcement during the blackout periods between components. Both preference in concurrent chains and relative resistance to change of multiple-schedule responding were well described as power functions of relative reinforcement rate, as predicted by current quantitative models (Grace, 1994; Nevin, 1992b). In addition, unsystematic variation in preference and resistance to change was positively correlated, which suggests that preference and resistance to change are independent measures of a single construct. That construct could be described as the learning that occurs regarding the prevailing conditions of reinforcement in a distinctive stimulus situation.     

William Nathan Schoenfeld (1915-1996): innovative scientist, inspiring teacher, relentless questioner, complicated man.

The scientific and academic contributions of the late William N. Schoenfeld (1915–1996) are large and, together with his personal qualities as a researcher, thinker, and teacher, supply the themes for this memorial essay on his work and life.     

An evaluation of methylphenidate as a potential establishing operation for some common classroom reinforcers.

We conducted reinforcer assessments for 3 boys with a diagnosis of attention deficit hyperactivity disorder who alternately received either placebo or previously prescribed methylphenidate. Our purpose was to evaluate whether methylphenidate altered the relative reinforcing effectiveness of various stimuli that are often used in classroom-based behavioral treatment programs (e.g., activities, tangible items). Results showed clear differences for some stimuli between reinforcer assessments conducted when participants had received methylphenidate compared to placebo. Results suggest that methylphenidate might act as an establishing operation for some common classroom reinforcers. Implications for the development and evaluation of behavioral treatments are discussed.     

A RESPONSE-RESTRICTION ANALYSIS OF STEREOTYPY IN ADOLESCENTS WITH MENTAL RETARDATION: IMPLICATIONS FOR APPLIED BEHAVIOR ANALYSIS

The behavior of 4 adolescents with severe or profound mental retardation was evaluated in the presence of four sets of materials during periods of unstructured leisure activity. Functional engagement with the materials, stereotypic engagement with the materials, stereotypy without interaction with the materials, and other aberrant behaviors were recorded. Across a series of experimental conditions, the number of sets of materials was reduced from four to one by eliminating the set most frequently manipulated in each preceding condition. In the final condition, four sets of materials were again made available for manipulation. The procedures replicated Green and Striefel's (1988) response-restriction analysis of the activity preferences and play behaviors of children with autism. In general, the results of the present experiment replicate those of Green and Striefel in that reallocation of responding was idiosyncratic and unpredictable as sets of materials were removed. Nevertheless, the results provided insight into how responding might be reallocated if it were restricted through behavioral interventions rather than by restriction of access. Thus, the results are discussed with respect to how response-restriction analyses may be useful in identifying topographies of behavior that could be included in differential reinforcement contingencies that are designed to affect stereotypic behavior and in the selection and arrangement of environmental stimuli to minimize the presence of evokers of stereotypy.     

A RAPID METHOD FOR EVALUATING THE NECESSITY FOR BOTH A BEHAVIORAL INTERVENTION AND METHYLPHENIDATE

We examined the effects of a behavioral intervention and methylphenidate (MPH) on inappropriate behavior and sleep disturbance displayed by a 6-year-old boy who had been diagnosed with attention deficit hyperactivity disorder. Results showed that the behavioral intervention was effective in reducing inappropriate behaviors to near-zero levels regardless of the presence or absence of MPH.     

A multidimensional item response model: Constrained latent class analysis using the gibbs sampler and posterior predictive checks

In this paper it will be shown that a certain class of constrained latent class models may be interpreted as a special case of nonparametric multidimensional item response models. The parameters of this latent class model will be estimated using an application of the Gibbs sampler. It will be illustrated that the Gibbs sampler is an excellent tool if inequality constraints have to be taken into consideration when making inferences. Model fit will be investigated using posterior predictive checks. Checks for manifest monotonicity, the agreement between the observed and expected conditional association structure, marginal local homogeneity, and the number of latent classes will be presented.This paper is supported by grant S40-645 of the Dutch Organization for Scientific Research (NWO).     

On Holland's Dutch identity conjecture

The manifest probabilities of observed examinee response patterns resulting from marginalization with respect to the latent ability distribution produce the marginal likelihood function in item response theory. Under the conditions that the posterior distribution of examinee ability given some test response pattern is normal and the item logit functions are linear, Holland (1990a) gives a quadratic form for the log-manifest probabilities by using the Dutch Identity. Further, Holland conjectures that this special quadratic form is a limiting one for all smooth unidimensional item response models as test length tends to infinity. The purpose of this paper is to give three counterexamples to demonstrate that Holland's Dutch Identity conjecture does not hold in general. The counterexamples suggest that only under strong assumptions can it be true that the limits of log-manifest probabilities are quadratic. Three propositions giving sets of such strong conditions are given.     

Assessment and prediction in an ecological system: Application of the general linear model to the response-class concept

This study investigated the extent to which observed frequencies of covarying responses could be utilized in the prediction of classroom behavior. Five behavior categories were observed daily over a 12-week period in the regular classroom settings of four fifth-grade and two fourth-grade male students. For each subject, stepwise regression analyses were conducted to determine which behaviors accounted for the largest proportions of variance in a single response category. The proportions of variance explained in the behavior categories of the subjects ranged from 8.9 to 75.4%. Further, response categories serving as predictor variables, as well as the number of predictor variables entered into the equations, differed across subjects. These results are discussed in terms of their implications for behavioral assessment and treatment application.     

The role of individual differences,response profiles,and treatment consonance in anxiety disorders

The importance of individual differences, response profiles, and treatment consonance in anxiety-disorders clinical research is reviewed. Anxiety-disorders assessment, synchrony, and concordance phenomena are examined within the framework of the tripartite model. Issues regarding response stereotypy, response specificity, and etiological vs. current response typologies are discussed. Interactions of varying response profiles with different treatment modalities are addressed, in terms of both previous and prospective studies. A preliminary classification schema is offered, for illustrative purposes, with empirical support for the differential outcome of anxiety patients receiving consonant vs. nonconsonant response profile × treatment type pairings. Hypotheses are presented regarding predicted effects of consonant vs. nonconsonant subject-treatment interactions. Recommendations for programmatic research are offered to accelerate scientific inquiry into the role of individual differences and response profiles in anxiety-disorders assessment, treatment, and research.Preparation of this paper was supported in part by National Institute of Mental Health Grant MH 36299.