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European Journal of Behavior Analysis最新文献

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A systematic review of behaviour analytic processes and procedures for conditioning reinforcers among individuals with autism, developmental or intellectual disability 对自闭症、发育或智力残疾个体条件强化物的行为分析过程和程序的系统回顾
European Journal of Behavior Analysis Pub Date : 2020-07-02 DOI: 10.1080/15021149.2020.1847953
Elena Cló, K. Dounavi
{"title":"A systematic review of behaviour analytic processes and procedures for conditioning reinforcers among individuals with autism, developmental or intellectual disability","authors":"Elena Cló, K. Dounavi","doi":"10.1080/15021149.2020.1847953","DOIUrl":"https://doi.org/10.1080/15021149.2020.1847953","url":null,"abstract":"ABSTRACT Autism Spectrum Disorder is diagnosed when individuals demonstrate repetitive behaviours and restricted interests, especially in relation to social stimuli, that make it difficult for them to access socially reinforcing environments. Consequently, in most cases, behaviour analytic interventions initially have to focus on the establishment/conditioning of effective reinforcers. A systematic review was conducted of the literature on conditioned reinforcement that identified 33 relevant articles (published between 2002 and 2017). This article reports on the content analysis and quality of evidence and offers a summary of the findings reported in these papers. Four lines of research were identified: classical conditioning, operant conditioning, observational learning, and comparison studies. Differences and similarities are reported concerning procedures, type of stimuli to be conditioned, responses measured, reported effectiveness, and quality of evidence. Recommendations for future research and clinical practice are provided.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87462932","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}
引用次数: 6
Comparing a student active learning format to equivalence-based instruction 比较学生主动学习形式与同等教学
European Journal of Behavior Analysis Pub Date : 2020-05-13 DOI: 10.1080/15021149.2020.1752513
Hanne Augland, Torunn Lian, E. Arntzen
{"title":"Comparing a student active learning format to equivalence-based instruction","authors":"Hanne Augland, Torunn Lian, E. Arntzen","doi":"10.1080/15021149.2020.1752513","DOIUrl":"https://doi.org/10.1080/15021149.2020.1752513","url":null,"abstract":"ABSTRACT The present study compared the effectiveness of a student active learning format (SALF) to equivalence-based instruction (EBI), in teaching behavior analytic terms. The EBI condition included matching-to-sample, and SALF included elements from interteaching. Participants experienced both SALF and EBI conditions. Two classes consisting of 48 and 33 participants were assigned to two groups. One group experienced EBI condition in an early phase of the course, while the other group, at the end of the course. The EBI and SALF conditions show to be equally effective. However, EBI was completed in less time than the SALF condition. Participants who met the criterion for stimulus equivalence had a higher score on two different tests for generalization. The results replicate earlier findings in that EBI proves to be effective in teaching concepts in college students. Furthermore, the present results extend previous findings by proving two student active learning formats to be equally effective.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85110287","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}
引用次数: 3
The evolution of high probability command sequences: Theoretical and procedural concerns 高概率命令序列的演化:理论和程序问题
European Journal of Behavior Analysis Pub Date : 2020-05-13 DOI: 10.1080/15021149.2020.1758989
H. King, D. Houlihan, Keith C. Radley, Duc Lai
{"title":"The evolution of high probability command sequences: Theoretical and procedural concerns","authors":"H. King, D. Houlihan, Keith C. Radley, Duc Lai","doi":"10.1080/15021149.2020.1758989","DOIUrl":"https://doi.org/10.1080/15021149.2020.1758989","url":null,"abstract":"ABSTRACT Behavior analysts have studied John A. Nevin’s behavior momentum theory (BMT) since its introduction over three decades ago. The work of applied and translational researchers led to the development of the high-probability command sequence (HPCS). However, as BMT has been extrapolated to applied settings from experimental laboratories, a trend among applied behavior analysts has been to intermingle the terms, BMT and HPCS. Researchers must address this problematic trend because theoretical frameworks established in an experimental setting are conceptual while behavior modification technologies are procedural. This review aims to discuss several important distinctions between BMT and HPCS in an effort to encourage the exploration of behavioral momentum in areas other than noncompliance and education.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81387163","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}
引用次数: 0
A study in the emergence of applied behavior analysis through the referencing patterns in its founding articles 从应用行为分析创始论文的参考模式看其兴起
European Journal of Behavior Analysis Pub Date : 2020-04-24 DOI: 10.1080/15021149.2020.1744349
D. Altus, E. K. Morris, Nathaniel G. Smith
{"title":"A study in the emergence of applied behavior analysis through the referencing patterns in its founding articles","authors":"D. Altus, E. K. Morris, Nathaniel G. Smith","doi":"10.1080/15021149.2020.1744349","DOIUrl":"https://doi.org/10.1080/15021149.2020.1744349","url":null,"abstract":"ABSTRACT We examined the emergence of applied behavior analysis (ABA) through referencing patterns, analyzing 309 references cited in 36 ABA articles discerned as founding articles in prior research. We also analyzed 338 references in 26 articles in the first volume of the Journal of Applied Behavior Analysis (JABA) to see if referencing patterns changed as the field became institutionalized. We identified two research groups whose publications seemed particularly influential – the Ayllon and Wolf Groups. We also found five referencing patterns that revealed a higher frequency of: (a) journal articles, (b) applied research, (c) operant research, (d) recent publications, and (e) references to publications by Ayllon and Wolf, to co-authored publications, and to male-authored publications. The results for JABA were similar, suggesting these patterns were not altered by the field’s institutional founding. We discuss unexpected findings (e.g., the dearth of references to Skinner and classic articles), limitations, and suggestions for future research.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88492851","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}
引用次数: 1
Noncriterial behavioral variability and related topographic bias in humans 人类的非标准行为变异和相关的地形偏差
European Journal of Behavior Analysis Pub Date : 2020-04-07 DOI: 10.1080/15021149.2020.1745526
Laurilyn D. Jones, F. Mechner
{"title":"Noncriterial behavioral variability and related topographic bias in humans","authors":"Laurilyn D. Jones, F. Mechner","doi":"10.1080/15021149.2020.1745526","DOIUrl":"https://doi.org/10.1080/15021149.2020.1745526","url":null,"abstract":"ABSTRACT All operant behaviors have multiple characteristics in addition to those criterial for reinforcement, and variation occurs across all. All such characteristics can also reflect topographic bias due to historic and physiological factors. The revealed operant is constructed so that topographic aspects and variation are measurable. In two experiments humans performed a revealed operant response of 14 or more keystrokes. The first and last were mandated, while the middle 12 or more were allowed to vary. There were significant differences in variability among participants, as well as systematic effects of the experimental designs. Despite not being reinforced, variability among complete sequences was high. Test conditions in Experiment 2 resulted in a much larger increase in variability than did suspension of reinforcement in Experiment 1. There was systematic topographic bias both for and against letter keys in the center of the keyboard. There were also correlations between measures of variability and bias.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88463974","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}
引用次数: 1
Identity matching in a person with Alzheimer’s disease 阿尔茨海默病患者的身份匹配
European Journal of Behavior Analysis Pub Date : 2020-04-02 DOI: 10.1080/15021149.2020.1731260
Anette Brogård-Antonsen, E. Arntzen
{"title":"Identity matching in a person with Alzheimer’s disease","authors":"Anette Brogård-Antonsen, E. Arntzen","doi":"10.1080/15021149.2020.1731260","DOIUrl":"https://doi.org/10.1080/15021149.2020.1731260","url":null,"abstract":"ABSTRACT In the present study, a 91-year-old woman with Alzheimer’s disease participated. The purpose of the experiment was to study how repetitions of conditions affected correct responding in identity matching-to-sample. The participant was presented with identity matching training with three colors (yellow, blue, and red). It was alternated between (A) delayed matching-to-sample 0 s (DMTS 0 s) and (B) simultaneous matching-to-sample (SMTS). These two conditions were repeated in six phases in an ABABAB-design. In the second part of the experiment, the participant was exposed for the same six phases again but with another set of color stimuli (green, orange, and purple). The results showed that the number of trials needed to meet the criterion for training decreased as the conditions were repeated, also with the new set of stimuli.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87985417","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}
引用次数: 3
Teaching multiply-controlled tacting to children with autism 向自闭症儿童教授多重控制表演
European Journal of Behavior Analysis Pub Date : 2020-03-16 DOI: 10.1080/15021149.2020.1737407
Francesca degli Espinosa, F. Gerosa, Veronica Brocchin-Swales
{"title":"Teaching multiply-controlled tacting to children with autism","authors":"Francesca degli Espinosa, F. Gerosa, Veronica Brocchin-Swales","doi":"10.1080/15021149.2020.1737407","DOIUrl":"https://doi.org/10.1080/15021149.2020.1737407","url":null,"abstract":"ABSTRACT Responding accurately to questions is a fundamental skill, currently under researched in the applied field. The present paper reports the results of a multiple-baseline design across stimulus sets to establish multiply controlled tacting to verbal (“What is it?” “What does it say?” “What color?” “What number?”) and nonverbal visual stimuli (colored objects, animals, and numbers). Two preschool children with autism were taught first to echo, then to tact, using matched autoclitic frames (e.g., “It’s a spoon,” “It’s a cat,” “It says meow,” “Color red,” “Number three”) to the verbal antecedent to establish generalized responding under multiple control. Following intervention, responding of both children generalized to novel members of the stimulus classes, and for one child, to a novel stimulus class. Question discrimination skills thus developed as a generalized response class under multiple sources of control, irrespective of the particular stimuli.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87336631","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}
引用次数: 5
A preliminary investigation of question type used during response card activities on establishing concept formation in an introductory college class 大学导论课建立概念形成的回答卡活动中问题类型的初步调查
European Journal of Behavior Analysis Pub Date : 2020-03-12 DOI: 10.1080/15021149.2020.1737406
Andrew J. Bulla, Jennifer L. Wertalik, Daniel A. Crafton
{"title":"A preliminary investigation of question type used during response card activities on establishing concept formation in an introductory college class","authors":"Andrew J. Bulla, Jennifer L. Wertalik, Daniel A. Crafton","doi":"10.1080/15021149.2020.1737406","DOIUrl":"https://doi.org/10.1080/15021149.2020.1737406","url":null,"abstract":"ABSTRACT Research has demonstrated that only approximately 63% of students beginning college complete a bachelor’s degree within six years. Active student responding (ASR) represents one behavior analytic practice that has garnered attention in higher education. Guidance on the type of questions asked during ASR activities appears minimal. The type of questions presented during ASR activities that yield the greatest learning outcomes represents an empirical question that has yet to be answered. The present paper sought to evaluate the effects of the type of question asked during response-card activities on the emergence of conceptual learning. The experimenters compared practice questions that ask students to recall specific definitions to practice questions that require the student to discriminate between examples and non-examples of concepts in order to determine the effects on performance on daily quizzes. The results suggest that questions asking students to classify examples and non-examples of concepts produce greater learning.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81827289","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}
引用次数: 3
Maximizing the potential for infants at-risk for autism spectrum disorder through a parent-mediated verbal behavior intervention 通过父母介导的言语行为干预，最大限度地提高婴儿患自闭症谱系障碍的风险
European Journal of Behavior Analysis Pub Date : 2020-03-02 DOI: 10.1080/15021149.2020.1731259
Amy Tanner, K. Dounavi
{"title":"Maximizing the potential for infants at-risk for autism spectrum disorder through a parent-mediated verbal behavior intervention","authors":"Amy Tanner, K. Dounavi","doi":"10.1080/15021149.2020.1731259","DOIUrl":"https://doi.org/10.1080/15021149.2020.1731259","url":null,"abstract":"ABSTRACT Over the past 10 years, very early detection of ASD has opened the way to establishing much-needed evidence-based interventions for infants under 18 months of age. A Behavior Skills Training package developed in a verbal behavior framework was the foundation for a parent-mediated service delivery model for 12–16-month infants presenting ASD symptoms. Training consisted of 12 weekly coaching sessions conducted with each parent-infant dyad in the family’s home with the aim to increase social, communication and play skills. A battery of assessment tools was used pre and post-training, while parent and infant target behaviors were scored through videos taken during weekly sessions. Results indicate that social communication behaviors increased in all infant-parent dyads, while severity and number of autism symptoms decreased. By beginning intervention during infancy, brain neuroplasticity is leveraged maximizing the child’s developmental trajectory. This is the first prospective study that provides a verbal behavior analytic framework to treat symptomatic infants.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84728594","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}
引用次数: 8
The effects of an observational conditioning-by-denial intervention on the establishment of three observational learning cusps 观察性拒绝条件化干预对三个观察性学习尖点建立的影响
European Journal of Behavior Analysis Pub Date : 2020-02-06 DOI: 10.1080/15021149.2020.1724001
A. Lanter, Jessica Singer-Dudek
{"title":"The effects of an observational conditioning-by-denial intervention on the establishment of three observational learning cusps","authors":"A. Lanter, Jessica Singer-Dudek","doi":"10.1080/15021149.2020.1724001","DOIUrl":"https://doi.org/10.1080/15021149.2020.1724001","url":null,"abstract":"ABSTRACT We tested the effects of an Observational Conditioning-by-Denial Intervention (OCDI) on the establishment of three observational learning cusps: Observational Performance (OP), Observational Learning of new operants (OL), and Observational Learning of new Reinforcers (OLR). Participants were 6 children, ages 5-8 years, with autism and related disabilities. We employed a multi-element design to test the effects of the OCDI on the establishment of the observational cusps. Post-intervention data demonstrated that initially neutral stimuli became conditioned reinforcers for mastered and learning tasks as function of the OCDI across all participants, replicating prior findings. Data from post-OCDI probes for OP, OL, and OLR demonstrated that missing observational learning cusps were established for 4 of the 6 participants. These results suggest that a single intervention can establish three observational learning cusps for those with necessary prerequisite observing responses. The results are discussed in terms of observational stimulus control and verbal behavior development..","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85710327","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}
引用次数: 2
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