The Behavioral Development Bulletin最新文献

{"title":"Account of operant conditioning based on coordinating three procedural steps of respondent conditioning processes.","authors":"M. Commons, Sagun Giri","doi":"10.1037/BDB0000017","DOIUrl":"https://doi.org/10.1037/BDB0000017","url":null,"abstract":"A new conceptual account of operant conditioning based on coordinating 3 procedural steps of respondent conditioning processes is introduced. In this account, stimuli, actions and conditioning are only used procedurally and conceptually. Convergence of 2 theories is used to support this account: (1) the model of hierarchical complexity and (2) ordering of evolutionary development and the corresponding changes in neural structure and biochemistry of organisms. Three very different cases of procedural respondent conditioning are used. The only commonality among the 3 respondent conditioning steps is the basic procedure. Those procedural steps are the “what to do” (Step 1), “when to do” (Step 2), and “why to do” (Step 3). In Step 1 of the respondent conditioning the representation of behavior takes on the elective properties of the S making the representation of behavior salient. We leave the representation of behavior undefined. One might use common notions of it instead. In Step 2, the now salient representation of behavior (rb) is paired with an environmental S. This makes the S elicit the representation of a behavior which requires the saliency of the representation of a behavior. In Step 3, the environmental S is paired with the S making the S more salient and valuable. When the environmental stimulus is more salient, the representation of a behavior rate relative to other representation of a behavior’s not associated with reinforcement increases.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123219222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toward an analysis of concepts and solutions to training concepts.","authors":"C. Owens","doi":"10.1037/BDB0000021","DOIUrl":"https://doi.org/10.1037/BDB0000021","url":null,"abstract":"10 True concepts appear. Classes with infinite number of members make true concepts","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128767177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Case study: An iPad-based intervention on turn-taking behaviors in preschoolers with autism.","authors":"Sojung Kim, E. Clarke","doi":"10.1037/H0101314","DOIUrl":"https://doi.org/10.1037/H0101314","url":null,"abstract":"The purpose of the current observational study was to explore whether a costand time-effective intervention using an iPad and an experimenter-created app, adapted from a commercial app called iTake Turns, can demonstrate an immediate improvement of turn-taking behaviors in preschoolers with autism. Two monozygotic twin boys, ages 4 years and 6 months, with a diagnosis of autism were recruited. A modified multiple baseline design between 2 participants was employed to suggest a functional relationship between the independent and dependent variables. The study took place over an 11-week time span. Two separate PowerPoint slide sets including the experimenter and individual participant’s photograph were used. An audio prompt such as “Liz’s turn,” “Sam’s turn,” and “Ian’s turn” was embedded into these pages. The slide sets were presented via iPad. The percentage of nonoverlapping data indicated that the intervention was fairly effective for 1 child but not reliable for the other child. It is suggested that iPads or tablet devices can be effective tools to support socialization, more particularly, turn-taking behaviors in children with autism. Limitations of the study design were discussed.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116393277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to the special sections on Standard Celeration Charting and speech-language pathology.","authors":"M. Commons, M. Koenig","doi":"10.1037/H0101377","DOIUrl":"https://doi.org/10.1037/H0101377","url":null,"abstract":"This issue of Behavioral Development Bulletin includes articles addressing issues in precision teaching (PT) and articles describing the use of other behavior analytic procedures for building verbal repertoires and related skills. All of these describe short or long term developmental interventions. In the Standard Celeration Charting (also called PT) section, there are two articles that demonstrated the use of PT for targeting different types of skills to individuals of varying ages. For example, Commons, Owen, and Will demonstrated the successful use of standard celeration charting (SCC) in combination with Graf’s (1994) say-all-fast-minute-each-dayshuffled (SAFMED) for teaching complex concepts (the model of hierarchical complexity; Commons, Gane-McCalla, Barked, & Li, 2014) to college students. Spillman and Milyko described the use of PT techniques 1-min positive thoughts intervention for decreasing negative statements and increasing the academic performance of a third grader. Calkin’s paper, “Global War on Terror,” uses SCC to show the decrease in terroristic attack. The Speech-Language Pathology articles demonstrate specialized features of PT that permit finergrained analyses of behavior change or of contextual features associated with performance. Meyer, Aninao, Newsome, and Newsome demonstrated the use of PT for targeting latency, rate, and duration together with accuracy as important dimensions of skill mastery. Aninao, Acevedo, Newsome, and Newsome demonstrated the advantage of using the SCCfor real-time decision-making. Aninao, Fuller, Newsome, and Newsome presented a study showing that the SCC can be used for demonstrating how contextual features of instruction (e.g., school enrollment status, medication changes, and inconsistent session attendance) can be observed as critical to academic task performance. Bennett, Newsome, and Newsome described the use of the SCC for demonstrating the functional relationship between tool skills (e.g., letter sound fluency) and composite repertoires (e.g., oral reading fluency). The issue has two papers that describe case studies. McDonald, Battaglia, and Keane’s study examined a fixed-interval-based prompting procedure for supporting a 6-year-old boy’s spontaneous approach to the picture exchange communication system (PECS) and pyramid approach to education PECS book for selecting icons to request preferred items. Kim and Clarke examined the use of an iPad-based intervention for promoting the turn-taking behaviors of twin boys with autism. The issue also includes two other behavioral analytics experimental studies. A study by Cornelius and Habarad demonstrated the use of behavior analytic techniques for building verbal repertoires while decreasing the self-injurious behavior of a 12-year-old boy with autism. Greer and Han’s study demonstrated a functional relationship between the establishment of reinforcement for observing pages of print on (a) the emergence of generalized match-tosample, and (b) pr","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130850564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of an auditory match-to-sample procedure on listener literacy and echoic responses.","authors":"Jinhyeok Choi, R. D. Greer, D. Keohane","doi":"10.1037/H0101313","DOIUrl":"https://doi.org/10.1037/H0101313","url":null,"abstract":"We tested the effects of an auditory match-to-sample (MTS) procedure in 2 experiments. In Experiment 1 the dependent variables were (a) following spoken instructions (listener literacy), and (b) clarity of echoic responses. Four elementary school students with autism participated. In Experiment 2, we added a dependent variable: (c) preference for listening to recordings of a variety of adult voices. Three elementary school students served as participants, 2 diagnosed with autism and 1 diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). During the intervention sessions, a computerized auditory MTS slide displayed 3 circles on a computer screen. Touching each circle produced a spoken word or phrase. The participants were taught to match words or phrases when correct and incorrect matches were available. Participants mastered the auditory MTS procedure for words or phrases. We used a delayed multiple probe design across participants in Experiment 1 and a multiple-probe design in Experiment 2. In both experiments, the training resulted in improvements in listener literacy and clarity of echoic responses. Moreover, in Experiment 2, the number of intervals for listening to recordings of adult voices increased for all participants, suggesting a relation between conditioned reinforcement for voices and listener and speaker responding.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114160244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a computer-based precision teaching program to facilitate learning of complex material: The case of the model of hierarchical complexity.","authors":"M. Commons, C. Owens, Sean Michael Will","doi":"10.1037/H0101379","DOIUrl":"https://doi.org/10.1037/H0101379","url":null,"abstract":"The model of hierarchical complexity (MHC) assesses a general, unidimensional behavioral developmental set of tasks that measure difficulty across different domains. Teaching the model is a challenge because of the abstract nature of the model. Using the traditional Precision Teaching method of SAFMEDS, those learning the model reported the approach to teaching to be rather boring. In the present work, computer-based instruction was integrated into the Precision Teaching of MHC. The results indicate that mastery was achieved in 8 of the 27 participants. Controlling relations developed that were not useful to scoring stage. This indicates that the program needs to analyze more closely the technology of process as derived from the basic and applied learning sciences. These considerations will be reviewed in detail.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132135008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Putting the precision in precision teaching: Using the standard celeration chart for ongoing assessment.","authors":"Tiffany Aninao, David Acevedo, K. Newsome, D. Newsome","doi":"10.1037/H0101312","DOIUrl":"https://doi.org/10.1037/H0101312","url":null,"abstract":"Making programmatic decisions based on objective performance data is accepted as best practice by behavior analysts. Unfortunately, the data management system used can limit the rate of data based decisions. When assessment and intervention activities are discrete and consecutive, data-based decisions may be unnecessarily delayed. The Standard Celeration Chart affords immediate visual inspection of data, thereby allowing real-time decision making. When using the Standard Celeration Chart, assessment and intervention occur concurrently. A precise measurement tool gives practitioners the power to make an accurate data-based decision in the moment, rather than waiting for other data management processes to be completed. A Standard Celeration Chart demonstrating the benefit of frequent data based decisions is presented and illustrates how this analytical tool can be used to increase the efficacy and efficiency of treatment.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115041388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using fixed interval-based prompting to increase a student’s initiation of the picture exchange communication system.","authors":"M. Mcdonald, Dana Battaglia, M. Keane","doi":"10.1037/H0101315","DOIUrl":"https://doi.org/10.1037/H0101315","url":null,"abstract":"This report describes an AB case study in which a fixed interval-based prompting procedure was used to support a child’s spontaneous approach to a Picture Exchange Communication System (PECS) book for selecting icons to request preferred items. The participant was a 6-year-old student with autism spectrum disorder. Preferred items were determined through formal preference assessments prior to the onset of the study. Performance was monitored based on the percentage of spontaneous approaching and requesting behaviors emitted during 10-min intervals throughout each day. Results revealed an increase in requesting of preferred items from a mean of 12% during baseline to 43% during intervention and 83% at a 6-month follow-up.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116773287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Global War on Terror.","authors":"A. Calkin","doi":"10.1037/H0101378","DOIUrl":"https://doi.org/10.1037/H0101378","url":null,"abstract":"This article contains 3 charts from the Global War on Terror, or GWOT as the military refers to it, and 1 chart on The (Irish) Troubles. These are standard celeration charts that are easy to read. They show a few important things. First, the terrorist attacks against the U.S. are decreasing. Second, they show not only the number of soldiers that died or were injured but also the number of soldiers with PTSD and TBI. These data account for the psychological trauma and lost wages. Third, these data show that military suicide is higher than civilian suicide.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122282444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discovery through the lens of the standard celeration chart: Informing and facilitating inductive intervention strategies.","authors":"Staheli Meyer, Tiffany Aninao, K. Newsome, D. Newsome","doi":"10.1037/H0101307","DOIUrl":"https://doi.org/10.1037/H0101307","url":null,"abstract":"Key to the success of Precision Teachers is an understanding that accuracy of performance is necessary, but insufficient for skill mastery. Dimensions of behavior occurring in time, such as rate, latency, or duration, must also be included in determinations of competence. By employing the Standard Celeration Chart, which allows assessment of all the above features of responding, Precision Teachers can detect and address barriers to mastery that go beyond issues of accuracy. Included here are examples of successful behavioral interventions whose discovery is attributed to the use of this sensitive measurement tool. The first intervention presented shows the effects of an error defusion intervention on passage reading. The second intervention demonstrates the impact of a discrimination priming on a picture-naming task. In the before mentioned interventions, the Standard Celeration Chart was paramount in the discovery of key performance variables.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125616364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}