Behavioral effects of changeover delays in a concurrent-chains schedule with different delays and magnitudes of reinforcement

The present study examined the effects of a changeover delay (COD) on the choice between smaller, shorter delayed reinforcement and larger, longer delayed reinforcement in a complex concurrent-chains schedule. Four pigeons were exposed to three conditions in an ABA or BAB reversal design. A COD of 2 seconds was included in the initial links during condition B. The concurrent-chains schedule had identical variable-interval schedules in the initial links and different delays and magnitudes of reinforcement that were programmed according to a fixed-ratio 10 (FR10) schedule in the terminal links. Each experimental condition lasted for two long sessions and five short sessions. Changeover rates were lower, and preference for the larger, longer delayed reinforcer was more pronounced during conditions with the programmed 2-second COD. The analysis of initial pauses and running rates during the FR10 schedules of the terminal links revealed no systematic effects of the COD on behavior in the terminal links. The COD had similar effects on choice performance in this modified concurrent-chain procedure as on simple concurrent performance.Keywords: Choice behavior, concurrent-chains, COD, self-control paradigm, pigeons.

TEACHING A CHILD WITH AUTISM SPECTRUM DISORDERS TO TOLERATE DELAYED REINFORCEMENT

It is necessary to teach children with autism spectrum disorders (ASD) delayed reinforcement skills. The aim of the present case study was to examine the effectiveness of shaping procedure application in order to increase appropriate wait time with a six year old boy diagnosed with ASD. In this study we applied delayed reinforcement protocol, which is based on the shaping procedure. The procedure was applied during discrete trial training, natural environment teaching and in home environment by parents. Baseline data was collected regarding adequate wait time exhibited by a participant in three different sessions, where it was established that average wait time duration was four seconds. In eleven sessions, the child mastered the desired skill. A significant progress was related to the application of the protocol in home environment by the parents and the autonomous use of behavior self-regulation strategies. It is relevant to mention that the alternative activities delivered during the time delay were considered as neutral stimuli and after the application of this protocol, they have become preferred items. We believe that this case studies’ biggest limitation is the need for applying this procedure at all in the context of preparing the child for taking on the desired passive role at school. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0792/a.php" alt="Hit counter" /></p>

Using a Token Economy to Treat Escape-Maintained Problem Behavior Without Extinction

The use of extinction procedures when treating escape-maintained problem behavior can be undesirable and impractical for practitioners to use. To mitigate the risks associated with escape extinction, we explored the effectiveness of a delayed reinforcement token system without the use of extinction in school and home settings to treat escape-maintained problem behavior of students with autism spectrum disorder. In lieu of escape extinction (e.g., blocking), the researchers implemented a 30 s break contingent on problem behaviors and a token (to be exchanged at the end of the session) contingent on compliance. The results of a multiple probe design indicated substantial increases in compliance and reductions in problem behavior for all four participants. These findings suggest that extinction is not necessary to eliminate escape-maintained problem behavior in children with autism.

Teachers’ reinforcement and students’ perception to the teachers in English classroom

The study focuses on the positive reinforcement that is used by the teachers in each class and students’ perception towards reinforcement itself. This research involved two English teachers and two different classes of year ten students in SMA Kristen YSKI Semarang. To describe the use of reinforcement by the teachers, their teaching process were recorded and observed. Questionnaire and interview were done at the end of the lesson to describe how the students perceive reinforcement. This study is qualitative research. The data showed that the teachers used various types of reinforcement based on the theory of reinforcement by Moore (2007). They are Verbal, Non-verbal, Vicarious, Delayed, and Qualified Reinforcement. They used almost all types of reinforcement, except the Delayed Reinforcement. In general, Non-verbal Reinforcement was mostly used by the teachers. The interview results showed that the students agreed that reinforcement is important and useful for them during teaching and learning process.

Mice lacking paternal expression of imprinted Grb10 are risk-takers

ABSTRACTThe imprinted genes Grb10 and Nesp influence impulsive behavior on a delay discounting task in an opposite manner. A recently developed theory suggests that this pattern of behavior may be representative of predicted effects of imprinted genes on tolerance to risk. Here we examine whether mice lacking paternal expression of Grb10 show abnormal behavior across a number of measures indicative of risk-taking. Although Grb10+/p mice show no difference from wild type littermates in their willingness to explore a novel environment, their behavior on an explicit test of risk-taking, namely the Predator Odour Risk-Taking task, is indicative of an increased willingness to take risks. Follow-up tests suggest that this risk-taking is not simply due to a general decrease in fear, or a general increase in motivation for a food reward, but reflects a change in the trade-off between cost and reward. These data, coupled with previous work on the impulsive behaviour of Grb10+/p mice in the delayed reinforcement task, and taken together with our work on mice lacking maternal Nesp, suggest that maternally and paternally expressed imprinted genes oppositely influence risk-taking behaviour as predicted.