用操作性需求框架扩展代币经济系统

IF 1.2 4区 教育学 Q3 EDUCATION, SPECIAL
Parker Levins, Shawn P. Gilroy
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引用次数: 0

摘要

代币强化系统已被应用于各种临床和教育环境中。尽管代币强化系统在各种情况下都很有效,但除了系统的初始构建和引入之外,临床医生能获得的指导非常有限。有关某些代币系统安排的有效性的信息有限,这可能会带来不确定性,即某些时间表安排可能过于宽松或严格,从而可能危及原本适当的干预策略的有效性。本研究采用操作行为经济学的方法,使用代币交换和交换-生产计划作为各种代币生产计划(即 FR1、FR2 和 VR2)中强化剂 "价格 "的替代物,来描述各种代币强化安排的特征。并行链程序用于评估除总体功效外,对代币强化系统安排的偏好。结果与令牌强化的基本研究结果基本一致,在控制摩尔强化剂价格的情况下,不同的安排产生的总体反应率相当。研究结果表明,大多数参与者的表现相似,但对代币强化系统安排的偏好不同
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Extending Token Economy Systems with the Operant Demand Framework

Extending Token Economy Systems with the Operant Demand Framework

Token reinforcement systems have been applied across various clinical and educational settings. Although effective across various contexts, limited guidance is available for clinicians beyond the initial construction and introduction of the system. Limited information regarding the efficacy of certain token system arrangements can introduce uncertainty whereby certain schedule arrangements could be overly lax or strict and potentially jeopardize the efficacy of an otherwise appropriate intervention strategy. Methods from operant behavioral economics were used in this study to characterize various token reinforcement arrangements using token-exchange and exchange-production schedules as a proxy for reinforcer ‘price’ across various token-production schedules (i.e., FR1, FR2, VR2). Concurrent chain procedures were used to evaluate preferences regarding token reinforcement system arrangements apart from overall efficacy. Results were largely consistent with basic research on token reinforcement and the varying arrangements yielded overall comparable rates of responding when controlling for the molar reinforcer price. Findings revealed that most participants demonstrated similar performances but distinct preferences regarding token schedule arrangements

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来源期刊
Journal of Behavioral Education
Journal of Behavioral Education EDUCATION, SPECIAL-
CiteScore
4.30
自引率
10.00%
发文量
34
期刊介绍: The Journal of Behavioral Education is an international forum dedicated to publishing original research papers on the application of behavioral principles and technology to education. Education is defined broadly and the journal places no restriction on the types of participants involved in the reported studies--including by age, ability, or setting. Each quarterly issue presents empirical research investigating best-practices and innovative methods to address a wide range of educational targets and issues pertaining to the needs of diverse learners and to implementation. The Journal of Behavioral Education is a peer-reviewed scholarly journal whose target audience is educational researchers and practitioners including general and special education teachers, school psychologists, and other school personnel.  Rigorous experimental designs, including single-subject with replication and group designs are considered for publication. An emphasis is placed on direct observation measures of the primary dependent variable in studies of educational issues, problems, and practices.  Discussion articles and critical reviews also are published.
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