Analysis of Verbal Behavior最新文献_第7页

Risky Business: Increasing Risky Betting Through Rule-Governed Behavior. 风险业务:通过规则管理行为增加风险赌博。

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Analysis of Verbal Behavior Pub Date : 2020-03-03 eCollection Date: 2020-06-01 DOI: 10.1007/s40616-020-00125-2

Tyler S Glassford, Alyssa N Wilson, Vanshika Gupta

{"title":"Risky Business: Increasing Risky Betting Through Rule-Governed Behavior.","authors":"Tyler S Glassford, Alyssa N Wilson, Vanshika Gupta","doi":"10.1007/s40616-020-00125-2","DOIUrl":"https://doi.org/10.1007/s40616-020-00125-2","url":null,"abstract":"The present study replicated and extended previous research by exploring the extent to which rules altered participants' engagement in risky betting in an electronic blackjack game. A multiple-baseline across-participants design with predetermined phase changes was used to assess 4 recreational gamblers' betting patterns in blackjack across 3 phases. During baseline, participants played blackjack with no exposure to rules. In the faulty rules phase, researchers gave participants a rule that suggested larger payouts would occur if gamblers played let-it-ride bets. Let-it-ride bets were placed after a winning hand and required participants to wager their entire winnings on the next hand. During the correct rules phase, researchers gave participants a rule that suggested that the let-it-ride bets did not result in larger payouts. Data on let-it-ride bets across each minute of play were collected. The results of the study demonstrated that the frequency of risky bets increased when participants were exposed to the incorrect rule. Following participants' exposure to correct rules, risky bets decreased, but most participants did not return to baseline rates.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"36 1","pages":"146-156"},"PeriodicalIF":0.5,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-020-00125-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38184398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing Error Correction to Errorless Learning: A Randomized Clinical Trial. 错误纠正与无错误学习的比较：随机临床试验

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Analysis of Verbal Behavior Pub Date : 2020-02-19 eCollection Date: 2020-06-01 DOI: 10.1007/s40616-019-00124-y

Justin B Leaf, Joseph H Cihon, Julia L Ferguson, Christine M Milne, Ronald Leaf, John McEachin

{"title":"Comparing Error Correction to Errorless Learning: A Randomized Clinical Trial.","authors":"Justin B Leaf, Joseph H Cihon, Julia L Ferguson, Christine M Milne, Ronald Leaf, John McEachin","doi":"10.1007/s40616-019-00124-y","DOIUrl":"10.1007/s40616-019-00124-y","url":null,"abstract":"Errorless learning and error correction procedures are commonly used when teaching tact relations to individuals diagnosed with autism spectrum disorder (ASD). Research has demonstrated the effectiveness of both procedures, as well as compared them. The majority of these studies have been completed through the use of single-subject experimental designs. Evaluating both procedures using a group design may contribute to the literature and help disseminate research related to the behavioral science of language to a larger audience. The purpose of the present study was to compare an errorless learning procedure to an error correction procedure to teach tact relations to 28 individuals diagnosed with ASD through a randomized clinical trial. Several variables were assessed, including the number of stimulus sets with which participants reached the mastery criterion, responding during pre- and postprobes, responding during teaching, efficiency, and the presence of aberrant behavior. The results indicated that both procedures were effective, efficient, and unlikely to evoke aberrant behavior, despite participants in the error correction condition engaging in significantly more independent correct responses and independent incorrect responses.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"36 1","pages":"1-20"},"PeriodicalIF":0.5,"publicationDate":"2020-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7343685/pdf/40616_2019_Article_124.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38190236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Emergence of Bidirectional Naming Through Sequential Operant Instruction Following the Establishment of Conditioned Social Reinforcers. 条件社会强化物建立后序贯操作指令双向命名的出现。

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Analysis of Verbal Behavior Pub Date : 2020-01-16 eCollection Date: 2020-06-01 DOI: 10.1007/s40616-019-00122-0

Heidi Skorge Olaff, Per Holth

{"title":"The Emergence of Bidirectional Naming Through Sequential Operant Instruction Following the Establishment of Conditioned Social Reinforcers.","authors":"Heidi Skorge Olaff, Per Holth","doi":"10.1007/s40616-019-00122-0","DOIUrl":"https://doi.org/10.1007/s40616-019-00122-0","url":null,"abstract":"Bidirectional naming (BiN) is the integration of speaker and listener responses, reinforced by social consequences. Unfortunately, these consequences often do not function as reinforcers for behavior in children with autism. Accordingly, the repertoire of BiN is also often limited in these children. Previous research has suggested that so-called multiple-exemplar instruction, a rotation between different speaker and listener operants, may be necessary to establish BiN. The present experiment aimed to investigate whether sequential operant instruction might also work as a successful intervention to improve BiN skills after the establishment of standard social reinforcers. Standard social reinforcers were identified and established through an operant-discrimination training procedure in 4 participating children with an autism spectrum diagnosis. In the present experiment, all participants showed increased BiN after sequential operant instruction with conditioned social reinforcers contingent on relevant operants. Two of 4 participants acquired BiN skills. Moreover, the remaining 2 participants scored within the mastery criterion on listener responses, and 1 of them also met the criterion on the tact probes. Essential characteristics of an intervention, as well as the role of the echoic in the emission of BiN, are discussed.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"36 1","pages":"21-48"},"PeriodicalIF":0.5,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-019-00122-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38190237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Increasing Communication for Students with Visual Impairments and Developmental Disabilities. 增加视觉障碍和发育障碍学生的交流。

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Analysis of Verbal Behavior Pub Date : 2020-01-09 eCollection Date: 2020-06-01 DOI: 10.1007/s40616-019-00121-1

Christopher Bloh, Nicole Johnson, Cheyenne Strohl, Natalie Tidmarsh

引用次数: 2

Using Extinction to Increase Behavior: Capitalizing on Extinction-Induced Response Variability to Establish Mands With Autoclitic Frames. 利用灭绝增加行为:利用灭绝引起的反应变异性建立具有自闭框架的指令。

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Analysis of Verbal Behavior Pub Date : 2019-11-19 eCollection Date: 2020-06-01 DOI: 10.1007/s40616-019-00118-w

Mirela Cengher, Nicholas H Ramazon, Craig W Strohmeier

{"title":"Using Extinction to Increase Behavior: Capitalizing on Extinction-Induced Response Variability to Establish Mands With Autoclitic Frames.","authors":"Mirela Cengher, Nicholas H Ramazon, Craig W Strohmeier","doi":"10.1007/s40616-019-00118-w","DOIUrl":"https://doi.org/10.1007/s40616-019-00118-w","url":null,"abstract":"Members (behaviors) of a response class are equivalent in that they produce the same functional reinforcer. Oftentimes, some members of a response class occur at higher rates than others. This can be problematic when the members that occur at high rates are socially inappropriate (e.g., self-injury, aggression, or disruption). The participant in this study was a 16-year-old female diagnosed with autism spectrum disorder who demonstrated aggression, one-word mands, and mands with autoclitic frames. In a series of contingency reversals, we placed 2 behaviors on extinction (e.g., aggression and one-word mands), which resulted in extinction-induced variability. Capitalizing on extinction-induced variability, we reinforced a different behavior (e.g., mands with autoclitic frames). The results confirmed that (a) the rate of responding for each topography was a function of extinction-induced response variability and differential reinforcement and (b) all response topographies belonged to the same response class. These results provide empirical support for the use of extinction-induced variability to differentially increase the rate of socially appropriate behaviors while decreasing socially inappropriate behaviors that belong to the same response class.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"36 1","pages":"102-114"},"PeriodicalIF":0.5,"publicationDate":"2019-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-019-00118-w","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38190241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The Effects of Scenic Picture Prompts on Variability During the Acquisition of Intraverbal Categorization for Children With Autism. 风景图片提示对自闭症儿童言语内分类习得变异性的影响。

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Analysis of Verbal Behavior Pub Date : 2019-11-01 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00120-2

Kathryn R Glodowski, Nicole M Rodriguez

{"title":"The Effects of Scenic Picture Prompts on Variability During the Acquisition of Intraverbal Categorization for Children With Autism.","authors":"Kathryn R Glodowski, Nicole M Rodriguez","doi":"10.1007/s40616-019-00120-2","DOIUrl":"https://doi.org/10.1007/s40616-019-00120-2","url":null,"abstract":"Researchers have demonstrated the efficacy of picture prompts on the acquisition of intraverbals (Coon & Miguel in Journal of Applied Behavior Analysis, 45, 657-666, 2012; Goldsmith, LeBlanc, & Sautter in Research in Autism Spectrum Disorders, 1, 1-13, 2007; Ingvarsson & Hollobaugh in Journal of Applied Behavior Analysis, 44, 659-664, 2011; Ingvarsson & Le in The Analysis of Verbal Behavior, 27, 75-93, 2011; Miguel, Petursdottir, & Carr in The Analysis of Verbal Behavior, 21, 27-41, 2005; Partington & Bailey in The Analysis of Verbal Behavior, 11, 9-18, 1993). However, no one (to our knowledge) has determined the effects of picture prompts on the variability of responding during intraverbal categorization. We evaluated the use of a scenic picture prompt on response variability during the acquisition of intraverbal categorization with 4 children diagnosed with autism. All children mastered the task and initially demonstrated varied responding. However, responding eventually became invariant for all children. These results demonstrate the efficacy of a scenic picture prompt for teaching children with autism intraverbal categorization and for producing initial response variability. Additional research should be conducted to determine teaching procedures that promote continued varied responding for individuals with autism.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 2","pages":"134-148"},"PeriodicalIF":0.5,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-019-00120-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Resolving Barriers to an Applied Science of the Human Condition: Rule Governance and the Verbal Behavior of Applied Scientists. 解决人类条件应用科学的障碍：规则治理和应用科学家的言语行为。

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Analysis of Verbal Behavior Pub Date : 2019-11-01 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00117-x

Martin Ivancic, Jordan Belisle

{"title":"Resolving Barriers to an Applied Science of the Human Condition: Rule Governance and the Verbal Behavior of Applied Scientists.","authors":"Martin Ivancic, Jordan Belisle","doi":"10.1007/s40616-019-00117-x","DOIUrl":"10.1007/s40616-019-00117-x","url":null,"abstract":"Rules / verbal behavior governing applied behavior scientists since Skinner have achieved great success resolving challenges experienced by individuals with severe developmental and intellectual disabilities. We extend prior work by Dixon, Belisle, Rehfeldt, and Root (2018, \"Why We Are Still Not Acting to Save the World: The Upward Challenge of a Post-Skinnerian Behavior Science,\" Perspectives on Behavior Science, 41, 241-267) by suggesting that many of these rules, applied inflexibly, are unlikely to resolve significant problems experienced by humans without these same intellectual challenges (i.e., most humans). Particularly, methodological models of human behavior that ignore both private events and advances in relational frame theory and that favor a bottom-up inductive theorizing have not, and we argue cannot, address uniquely human challenges. Instead, we propose alternative rules developed in part within contextual behavior science that are more consistent with Skinner's radical behaviorism than are current approaches and that may expand the scope of applied behavior science. Only by adapting our own public and private verbal behavior as applied scientists can we move toward solving the wide range of challenges within the human condition.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 2","pages":"196-220"},"PeriodicalIF":0.7,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6877674/pdf/40616_2019_Article_117.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effect of a Mediation-Blocking Task on the Acquisition of Instructive Feedback Targets. 中介阻断任务对指导性反馈目标获取的影响。

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Analysis of Verbal Behavior Pub Date : 2019-10-30 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00119-9

Amelia Dressel, Katie Nicholson, Kristin M Albert, Victoria M Ryan

{"title":"The Effect of a Mediation-Blocking Task on the Acquisition of Instructive Feedback Targets.","authors":"Amelia Dressel, Katie Nicholson, Kristin M Albert, Victoria M Ryan","doi":"10.1007/s40616-019-00119-9","DOIUrl":"10.1007/s40616-019-00119-9","url":null,"abstract":"The inclusion of instructive feedback in discrete-trial training has been shown to increase the efficiency of learning. However, the behavioral mechanism underlying the effectiveness of this procedure has not yet been determined. Researchers have suggested that learners covertly self-echo the feedback, which mediates later responding. The present study sought to understand the role of self-echoics in the acquisition of untaught targets. Participants were directly taught to tact pictures, then given instructive feedback after the praise statement. The 3 experimental conditions were (a) a typical instructive feedback procedure; (b) a vocal mediation-blocking procedure, in which the participants were asked to engage in a competing vocal response immediately after the instructive feedback; and (c) a motor-distraction procedure, in which the participants were asked to engage in a motor response immediately after the instructive feedback. The inclusion of the vocal mediation-blocking task had little effect on the participants' ability to learn the instructive feedback targets for all 3 participants.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 2","pages":"113-133"},"PeriodicalIF":0.7,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6877682/pdf/40616_2019_Article_119.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching the Mand "When?" to Children With Autism Spectrum Disorder. 教自闭症谱系障碍儿童“何时?”

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Analysis of Verbal Behavior Pub Date : 2019-09-03 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00115-z

Talia A Kahlow, Tina M Sidener, April N Kisamore, Kenneth F Reeve

{"title":"Teaching the Mand \"When?\" to Children With Autism Spectrum Disorder.","authors":"Talia A Kahlow, Tina M Sidener, April N Kisamore, Kenneth F Reeve","doi":"10.1007/s40616-019-00115-z","DOIUrl":"https://doi.org/10.1007/s40616-019-00115-z","url":null,"abstract":"People diagnosed with autism spectrum disorder (ASD) may need specific teaching to learn mands for information. Unfortunately, little research has been published on methods for teaching the mand \"When?\" to this population. The purpose of the current study was to replicate and extend previous research by teaching 3 children diagnosed with ASD to mand \"When?\" by teaching multiple topographies of the mand, measuring mand variability, assessing social validity, interspersing a previously acquired mand for information, using multiple-exemplar training, employing a different experimental preparation, and including participants with different skill sets. All participants (a) learned to mand \"When?\" only during establishing operation trials (not during abolishing operation trials) within 8 teaching trials, (b) generalized manding with novel items and a novel person and setting, (c) maintained a previously learned mand for information, and (d) maintained skills at follow-up. Upon mastery, 2 participants varied mand topography. Respondents rated the intervention as having high social validity.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 2","pages":"221-234"},"PeriodicalIF":0.5,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-019-00115-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Effect of Joint Control Training on the Performance of Multiply Controlled Behavior: A Systematic Literature Review Relevant to Children With Autism Spectrum Disorder and Other Developmental Disabilities. 联合控制训练对多重控制行为表现的影响：一项与自闭症谱系障碍和其他发育障碍儿童相关的系统文献综述。

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Analysis of Verbal Behavior Pub Date : 2019-08-29 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00116-y

Miguel E Ampuero, Michael Miklos

{"title":"The Effect of Joint Control Training on the Performance of Multiply Controlled Behavior: A Systematic Literature Review Relevant to Children With Autism Spectrum Disorder and Other Developmental Disabilities.","authors":"Miguel E Ampuero, Michael Miklos","doi":"10.1007/s40616-019-00116-y","DOIUrl":"10.1007/s40616-019-00116-y","url":null,"abstract":"Skinner (1957) differentiated the roles of the speaker and the listener in a verbal encounter. Although not extensively emphasized, Skinner suggested an individual often behaves verbally even when responding as a listener. Children diagnosed with autism spectrum disorders (ASD) often display the absence of important, and basic verbal repertoires that limit their ability to engage in a variety of social skills or problem-solving skills. Joint control suggests that multiply controlled verbal responding involves functional control of two 2 or more stimuli or verbal operants. This systematic literature review provides a summary of publications specifying the relation and implications of the analysis of joint control and joint control training in the acquisition of multiply controlled, non-speaker behaviors (e.g., selection-based behavior; , sequencing behavior). The synthesis suggests that joint control training presents as a promising analytic tool in guiding interventions to teach complex, multiply controlled verbal and non-verbal repertoires to children diagnosed with autism ASD and/or other developmental disabilities. Recommendations for future research in joint control, as well as the implementation of joint control training, are provided.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 2","pages":"149-171"},"PeriodicalIF":0.7,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6877676/pdf/40616_2019_Article_116.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0