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Fisher EB. The Weltanschauung of Howard Rachlin: Interdependencies among behaviors and contexts. J Exp Anal Behav 2023; 119:259-271. [PMID: 36579737 DOI: 10.1002/jeab.822] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Revised: 11/15/2022] [Accepted: 11/18/2022] [Indexed: 12/30/2022]
Abstract
Through his broad perspectives and curiosity, Howard Rachlin took behaviorism, added critical perspectives and behavioral economics, and contributed substantially to developing behaviorism as an approach to addressing complex human actions and engagements. This essay describes the influence of Rachlin's work in three areas that reflect this broader growth of the field: 1) teleological behaviorism as a response to essentialist thinking about behavior, typified by Ryle's category mistake and including concepts in psychopathology; 2) self-control as choices among rewards differing by amount and delay and the application of this model to clinical and preventive interventions; and 3) behavioral economic modeling of social support as a commodity substitutable for other commodities of interest such as nicotine. These and the body of Rachlin's work suggest a view not only of interdependencies among behaviors, patterns of behavior, and their consequences, but more broadly, of interdependencies among different settings and their effects on behavior, leading to a behaviorism of systems and contexts. Replacing essentialist discourse of individuals, individual behaviors, and discrete influences, a world view or Weltanschauung emerges of diffuse interdependencies across patterns, individuals, settings, systems, probabilities, and consequences.
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Affiliation(s)
- Edwin B Fisher
- Peers for Progress, Department of Health Behavior, Gillings School of Global Public Health, University of North Carolina Chapel Hill, 135 Dauer Drive, Chapel Hill, NC
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2
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Carver CE, Duong S, Bachman H, Votruba-Drzal E, Libertus ME. Examining Relations Between Parental Feedback Types and Preschool-Aged Children's Academic Skills. INTERNATIONAL JOURNAL OF PSYCHOLOGICAL STUDIES 2022; 14:1-19. [PMID: 37799376 PMCID: PMC10552790 DOI: 10.5539/ijps.v14n4p1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/07/2023]
Abstract
Prior research has shown associations between parent and teacher feedback and school-aged children's academic outcomes. Specifically, studies have demonstrated that positive feedback (i.e., praise and/or affirmation) is beneficial for children's academic outcomes, while corrective feedback exhibits more mixed associations with children's academic outcomes. Little is known about the relations between parental feedback and younger children's academic skills. The present study examines the frequency of positive and corrective types of feedback provided by parents of 4-year-old children during semi-structured interactions, as well as how these feedback types relate to children's concurrent math and language skills and their change in math skills over a one-year period. Parent-child dyads (n=91) were observed interacting with a picture book, grocery store set, and magnet board puzzle for 5 to 10 minutes each, after which they completed math and language assessments. Parental affirmation was positively and corrective feedback was negatively associated with children's concurrent math outcomes, but only corrective feedback was uniquely negatively associated with children's math outcomes when controlling for affirmations. Parental praise was individually and uniquely positively associated with children's expressive vocabulary and change in math outcomes from age 4 to age 5. This study suggests that the relations between parental feedback and young children's academic outcomes depend on the type of feedback and the outcome of interest (i.e., math vs language), which can inform how parents may want to provide feedback to facilitate learning.
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Affiliation(s)
- Chelsea E Carver
- Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America
| | - Shirley Duong
- Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America
| | - Heather Bachman
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America
- Department of Health and Human Development, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America
| | - Elizabeth Votruba-Drzal
- Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America
| | - Melissa E Libertus
- Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America
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Powell SL, Duhon G, Poncy BC, Mwavita M, Englen AJN. Distributed Practice in Math Facts Fluency: A Comparative Analysis of Varied Intersession Intervals. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/2372966x.2020.1802207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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O'Handley RD, Olmi DJ, Dufrene BA, Tingstrom DH, Whipple H. The effects of behavior‐specific praise and public posting in secondary classrooms. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22375] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Roderick D. O'Handley
- Department of Special Education, Rehabilitation, and CounselingCalifornia State University San Bernardino California
| | - D. Joe Olmi
- Department of PsychologyUniversity of Southern Mississippi Hattiesburg Mississippi
| | - Brad A. Dufrene
- Department of PsychologyUniversity of Southern Mississippi Hattiesburg Mississippi
| | - Daniel H. Tingstrom
- Department of PsychologyUniversity of Southern Mississippi Hattiesburg Mississippi
| | - Heather Whipple
- Department of Behavioral PsychologyKennedy Krieger Institute Baltimore Maryland
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Koenig EA, Eckert TL, Hier BO. Using Performance Feedback and Goal Setting to Improve Elementary Students' Writing Fluency: A Randomized Controlled Trial. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr45-3.275-295] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Dillon MBM, Radley KC, Tingstrom DH, Dart EH, Barry CT. The Effects of Tootling via ClassDojo on Student Behavior in Elementary Classrooms. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0090.v48-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Evans-Hampton TN, Skinner CH, Henington C, Sims S, McDaniel CE. An Investigation of Situational Bias: Conspicuous and Covert Timing During Curriculum-Based Measurement of Mathematics Across African American and Caucasian Students. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2002.12086172] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Fontenot B, Uwayo M, Avendano SM, Ross D. A Descriptive Analysis of Applied Behavior Analysis Research With Economically Disadvantaged Children. Behav Anal Pract 2019; 12:782-794. [PMID: 31976290 PMCID: PMC6834796 DOI: 10.1007/s40617-019-00389-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
In the United States, approximately 43% of children under age 18 are considered economically disadvantaged. Research suggests that these children are at a greater risk for academic underperformance and dropping out of school than their peers who are not from economically disadvantaged backgrounds. As such, they may need effective educational interventions to improve their academic performance. The purpose of the current article is to describe the degree to which economically disadvantaged children are included in educational research in behavioral journals. Ninety-four studies were analyzed to determine the publication trends between 1968 and 2017. Studies were scored and categorized based on journal; publication year; several demographic characteristics for participants including age, income status, and disability diagnosis; and research designs, interventions, and target behaviors. Results suggest that economically disadvantaged children are increasingly included in behavior-analytic literature. However, there are opportunities for research with English language learners and children with disabilities. Implications for practice and research are discussed.
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Affiliation(s)
- Brandi Fontenot
- Department of Psychology, Western Michigan University, 1903 W. Michigan Ave, Kalamazoo, MI 49009 USA
| | - Margaret Uwayo
- Department of Psychology, Western Michigan University, 1903 W. Michigan Ave, Kalamazoo, MI 49009 USA
| | - Sarah M. Avendano
- Department of Counseling, Psychology, and Special Education, Michigan State University, Kalamazoo, MI USA
| | - Denise Ross
- Department of Psychology, Western Michigan University, 1903 W. Michigan Ave, Kalamazoo, MI 49009 USA
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Ignacio PL, McCurdy M, White J, Auge MB, Skinner CH, Schwartz‐Micheaux J. The effects of explicit timing on middle‐school students’ writing production across 5‐ and 15‐min sessions. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22286] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Peter L. Ignacio
- Department of Educational Psychology and CounselingUniversity of Tennessee Knoxville Tennessee
| | - Merilee McCurdy
- Department of Educational Psychology and CounselingUniversity of Tennessee Knoxville Tennessee
| | - Jada White
- Department of Educational Psychology and CounselingUniversity of Tennessee Knoxville Tennessee
| | - Madeline B. Auge
- Department of Educational Psychology and CounselingUniversity of Tennessee Knoxville Tennessee
| | - Christopher H. Skinner
- Department of Educational Psychology and CounselingUniversity of Tennessee Knoxville Tennessee
| | - Janet Schwartz‐Micheaux
- Department of Educational Psychology and CounselingUniversity of Tennessee Knoxville Tennessee
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Quinn M, Miltenberger R, Abreu A, Narozanick T. An Intervention Featuring Public Posting and Graphical Feedback to Enhance the Performance of Competitive Dancers. Behav Anal Pract 2017; 10:1-11. [PMID: 28352502 DOI: 10.1007/s40617-016-0164-6] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
This study evaluated an intervention package that used public posting and feedback to enhance dance movements for adolescent dancers on a competition team. Four dancers each performing two or three dance movements (a turn, kick, and/or leap) had their scores posted on a bulletin board at their studio. Dance movements were scored as a percentage correct by using a 14- to 16-step task analysis checklist. Intervention was evaluated in a multiple baseline across behavior design. The students received graphical feedback on their performance from the previous weeks and saw the scoring sheet that reviewed the incorrect and correct aspects of their performance. This study found that this treatment package including public posting and feedback enhanced each of the dance movements for all participants.
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Affiliation(s)
- Mallory Quinn
- Department of Child and Family Studies, University of South Florida, Tampa, FL 33612 USA
| | - Raymond Miltenberger
- Department of Child and Family Studies, University of South Florida, Tampa, FL 33612 USA
| | - Aracely Abreu
- Department of Child and Family Studies, University of South Florida, Tampa, FL 33612 USA
| | - Taylor Narozanick
- Department of Child and Family Studies, University of South Florida, Tampa, FL 33612 USA
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Hake DF, Vukelich R. Rate of Auditing Self and Coactor Performance Scores as a Supplementary Monitor of Reinforcer Effectiveness. Behav Modif 2016. [DOI: 10.1177/014544558042007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The effectiveness of performance feedback and back-up reinforcers is ordinarily monitored by their combined effect on the target behavior. Supplementary monitors of reinforcer effectiveness can also be useful when, for example, the target behavior is slow to change. In this study, the supplementary monitor was the rate at which children from an institutional contingency management program pressed buttons that allowed them access to their own (self audit) or another person's (co-actor audit) performance scores. The feasibility of this supplementary monitor was indicated by the findings that children used the audit apparatus and that their scores, rather than the novelty of the procedure, were reinforcers. The procedure was useful to the treatment team because it showed which of the children's daily scores were most reinforcing and who checked their scores. Although children made both self and coactor checks, self scores were usually more reinforcing. The audit as a supplementary monitor offers the advantages of being easy to measure, of providing information on the reinforcing value of social stimuli (coactor audits), and which type of feedback is most reinforcing.
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Hier BO, Eckert TL. Programming generality into a performance feedback writing intervention: A randomized controlled trial. J Sch Psychol 2016; 56:111-31. [PMID: 27268572 DOI: 10.1016/j.jsp.2016.03.003] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2014] [Revised: 11/18/2015] [Accepted: 03/23/2016] [Indexed: 10/21/2022]
Abstract
Substantial numbers of students in the United States are performing below grade-level expectations in core academic areas, and these deficits are most pronounced in the area of writing. Although performance feedback procedures have been shown to produce promising short-term improvements in elementary-aged students' writing skills, evidence of maintenance and generalization of these intervention effects is limited. The purpose of this study was to examine the immediate, generalized, and sustained effects of incorporating multiple exemplar training into the performance feedback procedures of a writing intervention using a randomized controlled trial (RCT). Results indicated that although the addition of multiple exemplar training did not improve students' writing performance on measures of stimulus and response generalization, it did result in greater maintenance of intervention effects in comparison to students who received performance feedback without generality programming and students who engaged in weekly writing practice alone.
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Affiliation(s)
- Bridget O Hier
- Syracuse University, United States; University at Buffalo, United States
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Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: a randomized controlled trial. J Sch Psychol 2014; 52:531-48. [PMID: 25432270 DOI: 10.1016/j.jsp.2014.09.001] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2013] [Revised: 09/03/2014] [Accepted: 09/04/2014] [Indexed: 11/22/2022]
Abstract
The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n=39), or an instructional control condition (n=48) for 8weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges' g=0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students' initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed.
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Abstract
Many parents experience considerable difficulty in getting their children ready for school or kindergarten in the morning. The “Beat the Buzzer” procedure described by Drabman and Creed on (1979) has been used extensively by clinicians to eliminate morning confrontations between parents and their children. The steps to be followed in the use of the procedure are outlined, and two case studies illustrating modification to the basic procedure are presented. Finally, discussion is given to issues that need to be considered when using the procedure and suggestions for further research evaluations are made.
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Abstract
Humans possess great capacity for behavioral and cultural change, but our ability to manage change is still limited. This article has two major objectives: first, to sketch a basic science of intentional change centered on evolution; second, to provide examples of intentional behavioral and cultural change from the applied behavioral sciences, which are largely unknown to the basic sciences community. All species have evolved mechanisms of phenotypic plasticity that enable them to respond adaptively to their environments. Some mechanisms of phenotypic plasticity count as evolutionary processes in their own right. The human capacity for symbolic thought provides an inheritance system having the same kind of combinatorial diversity as does genetic recombination and antibody formation. Taking these propositions seriously allows an integration of major traditions within the basic behavioral sciences, such as behaviorism, social constructivism, social psychology, cognitive psychology, and evolutionary psychology, which are often isolated and even conceptualized as opposed to one another. The applied behavioral sciences include well-validated examples of successfully managing behavioral and cultural change at scales ranging from individuals to small groups to large populations. However, these examples are largely unknown beyond their disciplinary boundaries, for lack of a unifying theoretical framework. Viewed from an evolutionary perspective, they are examples of managing evolved mechanisms of phenotypic plasticity, including open-ended processes of variation and selection. Once the many branches of the basic and applied behavioral sciences become conceptually unified, we are closer to a science of intentional change than one might think.
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Affiliation(s)
- David Sloan Wilson
- Departments of Biology and Anthropology,Binghamton University,Binghamton,NY ://evolution.binghamton.edu/dswilson/
| | - Steven C Hayes
- Department of Psychology,University of Nevada,Reno,NV ://stevenchayes.com/
| | - Anthony Biglan
- Oregon Research Institute,Eugene,OR ://promiseneighborhoods.org/about/people.html
| | - Dennis D Embry
- PAXIS Institute,Tucson,AZ ://www.paxis.org/content/DennisBio.aspx
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Rhymer KN, Skinner CH, Henington C, D'Reaux RA, Sims S. EFFECTS OF EXPLICIT TIMING ON MATHEMATICS PROBLEM COMPLETION RATES IN AFRICAN-AMERICAN THIRD-GRADE ELEMENTARY STUDENTS. J Appl Behav Anal 2013. [DOI: 10.1901/jaba.1998.31-673] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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PADGETT WILLIAML, WEINER HARVEY, REILLY RICHARD. Educational Rehabilitation for Substance Abusers. JOURNAL OF EMPLOYMENT COUNSELING 2012. [DOI: 10.1002/j.2161-1920.1981.tb01223.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Wilson DS, Kauffman RA, Purdy MS. A program for at-risk high school students informed by evolutionary science. PLoS One 2011; 6:e27826. [PMID: 22114703 PMCID: PMC3218050 DOI: 10.1371/journal.pone.0027826] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2011] [Accepted: 10/26/2011] [Indexed: 11/18/2022] Open
Abstract
Improving the academic performance of at-risk high school students has proven difficult, often calling for an extended day, extended school year, and other expensive measures. Here we report the results of a program for at-risk 9th and 10th graders in Binghamton, New York, called the Regents Academy that takes place during the normal school day and year. The design of the program is informed by the evolutionary dynamics of cooperation and learning, in general and for our species as a unique product of biocultural evolution. Not only did the Regents Academy students outperform their comparison group in a randomized control design, but they performed on a par with the average high school student in Binghamton on state-mandated exams. All students can benefit from the social environment provided for at-risk students at the Regents Academy, which is within the reach of most public school districts.
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Affiliation(s)
- David Sloan Wilson
- Department of Biology, Binghamton University, Binghamton, New York, United States of America
- Department of Anthropology, Binghamton University, Binghamton, New York, United States of America
| | - Richard A. Kauffman
- Department of Biology, Binghamton University, Binghamton, New York, United States of America
| | - Miriam S. Purdy
- Regents Academy, Binghamton City School District, Binghamton, New York, United States of America
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Embry DD. Behavioral vaccines and evidence-based kernels: nonpharmaceutical approaches for the prevention of mental, emotional, and behavioral disorders. Psychiatr Clin North Am 2011; 34:1-34. [PMID: 21333837 PMCID: PMC3064963 DOI: 10.1016/j.psc.2010.11.003] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
In the United States the rates for some mental, emotional, and behavioral problems (MEBs) have objectively increased over the past 20 to 50 years. The attributes of a public health approach to the treatment of MEBs are defined in this article. Multiple examples of how public health approaches might reduce or prevent MEBs using low-cost evidence-based kernels, which are fundamental units of behavior, are discussed. Such kernels can be used repeatedly, which then act as "behavioral vaccines" to reduce morbidity or mortality and/or improve human wellbeing. The author calls for 6 key policy actions to improve MEBs in young people.
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Poncy BC, Skinner CH. Enhancing First-Grade Students’ Addition-Fact Fluency Using Classwide Cover, Copy, and Compare, a Sprint, and Group Rewards. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2011. [DOI: 10.1080/15377903.2011.540499] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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22
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Twyman JS. TerraKids: An Interactive Web Site Where Kids Learn about Saving the Environment. THE BEHAVIOR ANALYST 2010; 33:193-6. [PMID: 22532714 DOI: 10.1007/bf03392218] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Janet S Twyman
- University of Massachusetts Medical School, Shriver Center
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Houten RV, Nau P, Marini Z. An analysis of public posting in reducing speeding behavior on an urban highway. J Appl Behav Anal 2010; 13:383-95. [PMID: 16795627 PMCID: PMC1308145 DOI: 10.1901/jaba.1980.13-383] [Citation(s) in RCA: 58] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
The effects of public posting on speeding behavior on an urban highway were assessed using a reversal design. During baseline the percentage of drivers speeding was measured with a concealed radar unit. During the daily posting condition a highway sign was installed which provided feedback on the percentage of drivers not speeding yesterday and the best record to date. This sign was then covered and reintroduced. Results indicated that the sign was effective in reducing speeding behavior. Furthermore, the effects were most pronounced in reducing the speeds of the faster drivers. Next, daily and weekly postings were compared with the sign alone without numerical feedback: results revealed that the weekly posting condition was as effective as the daily posting condition, but that the sign had no influence when numbers were not posted. Finally, the weekly posting procedure remained effective during a 6-month follow-up condition.
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Hayes SC, Rosenfarb I, Wulfert E, Munt ED, Korn Z, Zettle RD. Self-reinforcement effects: An artifact of social standard setting? J Appl Behav Anal 2010; 18:201-14. [PMID: 16795688 PMCID: PMC1308011 DOI: 10.1901/jaba.1985.18-201] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Two studies were conducted to identify mechanisms responsible for observed "self-reinforcement" effects. In Experiment 1, using a studying task, self-reinforcement procedures did not work when they were private (i.e., when others are not aware of the goals or contingencies), but did work when they were public. Self-delivery of consequences added nothing to the effectiveness of the procedure. The data suggested that public goal setting was the critical element in the procedure's effectiveness. In Experiment 2, an applied extension, goal setting alone was effective in modifying over a long time period studying behaviors of people with significant studying difficulties, but only when the goals were known to others. Overall, the two experiments make more plausible the view that self-reinforcement procedures work by setting a socially available standard against which performance can be evaluated. The procedure itself functions as a discriminative stimulus for stringent or lenient social contingencies. The application of this mechanism to other problems of applied significance is briefly discussed.
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Affiliation(s)
- S C Hayes
- University of North Carolina at Greensboro
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Poncy BC, Skinner CH, Axtell PK. An investigation of Detect, Practice, and Repair to remedy math-fact deficits in a group of third-grade students. PSYCHOLOGY IN THE SCHOOLS 2010. [DOI: 10.1002/pits.20474] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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27
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Codding RS, Baglici S, Gottesman D, Johnson M, Kert AS, Lebeouf P. Selecting Intervention Strategies: Using Brief Experimental Analysis for Mathematics Problems. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2009. [DOI: 10.1080/15377900802484661] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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28
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Eckert TL, Ardoin SP, Daly EJ, Martens BK. Improving oral reading fluency: a brief experimental analysis of combining an antecedent intervention with consequences. J Appl Behav Anal 2002; 35:271-81. [PMID: 12365740 PMCID: PMC1284385 DOI: 10.1901/jaba.2002.35-271] [Citation(s) in RCA: 85] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
A brief experimental analysis was used to evaluate the relative effectiveness of combining two consequences (contingent reinforcement or performance feedback) with an antecedent intervention (listening passage preview and repeated readings) on the oral reading fluency of 6 elementary students. The antecedent intervention increased the number of correctly read words per minute for all 6 students. For 4 of the students, pairing the antecedent intervention with either of the consequences resulted in higher reading rates over the antecedent intervention alone. Undifferentiated results were obtained for the remaining 2 participants. These results suggest that combining an antecedent intervention with consequences may enhance the oral reading fluency of students with reading problems. However, individual responsiveness to the different intervention components indicates that brief experimental analyses are warranted to identify the most effective intervention.
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Affiliation(s)
- Tanya L Eckert
- Department of Psychology, Syracuse University, New York 13244, USA.
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29
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Kirby KC, Fowler SA, Baer DM. Reactivity in self-recording: obtrusiveness of recording procedure and peer comments. J Appl Behav Anal 1991; 24:487-98. [PMID: 1752838 PMCID: PMC1279599 DOI: 10.1901/jaba.1991.24-487] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Reactivity refers to behavior change that occurs during self-recording without specific programming of consequences. We analyzed the effects of obtrusiveness of recording procedure and peer comments on reactivity to self-recording. Three first-grade students in Experiment 1 completed math questions during a 5-min work period. When we gave the children recording devices and told them to try to complete more questions than the highest number they had previously completed, math performance increased, as did the number of verbalizations about it. Two children showed more reactivity when they used the more obtrusive recording device. Because the increase in math performance corresponded closely to increases in peer comments, we manipulated peer comments directly in Experiment 2. Four second-grade students completed a math task and an alphabet task. Three of the students showed increased math performance during periods when peer comments occurred compared to periods when peer comments did not occur. Although the data from the math task suggested that peer comments can enhance reactivity, we did not observe this relationship with the alphabet task. These results suggest that the conditions necessary to produce desirable results through self-recording are complex and contextually specific.
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Affiliation(s)
- K C Kirby
- Department of Psychiatry and Behavioral Science, University of Texas Health Science Center, Houston 77030
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Greenwood CR. CLASSWIDE PEER TUTORING: LONGITUDINAL EFFECTS ON THE READING, LANGUAGE, AND MATHEMATICS ACHIEVEMENT OF AT‐RISK STUDENTS. ACTA ACUST UNITED AC 1991. [DOI: 10.1080/0748763910070203] [Citation(s) in RCA: 26] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Abstract
A sleep assessment method consisting of a computer-interfaced hand-held microswitch and bedswitch was tested in an A-B case study with a 22-year-old male insomniac. A comprehensive stimulus control package was used as part of the treatment package (Azrin, 1977). Computer-generated and self-report data were collected and compared on sleep onset latency and time slept. Computer data also indicated time spent awake at night. Both sets of data showed that treatment was followed by clinically significant decrease in sleep onset latency and an increase in time slept. Computer data indicated a reduction in time spent awake. Twelve-month follow-up self-report data revealed continued improved sleeping.
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Affiliation(s)
- S W Holborn
- Department of Psychology, University of Manitoba, Winnipeg, Canada
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Ashford SJ, Cummings L. Feedback as an individual resource: Personal strategies of creating information. ACTA ACUST UNITED AC 1983. [DOI: 10.1016/0030-5073(83)90156-3] [Citation(s) in RCA: 712] [Impact Index Per Article: 17.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Gross AM, Ekstrand M. Increasing and maintaining rates of teacher praise. A study using public posting and feedback fading. Behav Modif 1983; 7:126-35. [PMID: 6236793 DOI: 10.1177/01454455830071009] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
This study investigated the effects of public posting of feedback on the praising behavior of teachers in a classroom for handicapped children. In an ABABCA design, following baseline, the daily rate of teacher praise was posted on a graph in the classroom. To reduce the reactive effects of monitoring, observations of teacher behavior were made using random audio tape recordings. Additionally, public posting feedback was gradually faded in an attempt to facilitate maintenance. The procedure resulted in an increase in teacher praise to a rate nearly twice what was observed during baseline. This behavior change was maintained after the withdrawal of the treatment procedures. The implications of this method are discussed.
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Kirby KC, Holborn SW, Bushby HT. Word game bingo: a behavioral treatment package for improving textual responding to sight words. J Appl Behav Anal 1981; 14:317-26. [PMID: 7298541 PMCID: PMC1308217 DOI: 10.1901/jaba.1981.14-317] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
Six third-grade students identified as deficient in reading skills tested the efficacy of word game bingo for acquisition and retention of sight word reading. The design was a modified multiple baseline in which treatment was implemented over 3 of 4 word sets and terminated on earlier sets when commencing treatment on later sets. Four sets of bingo cards were constructed on 7 X 9 cm paper divided into 25 equal-sized boxes. Sight words of each set were randomly placed into 24 of these boxes (the center box was marked "free"). Bingo winners were given tokens which were traded weekly for reinforcing activities. Noticeable improvements occurred for the word sets receiving the game treatment (sets A to C). Mean percentage points of improvement from baseline to treatment were approximately 30%. Terminal levels of correct responding exceeded 90%. Several variations of the game were suggested for future research and word game bingo was advocated as an effective behavioral technique or teachers to train sight word reading.
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Litow L, Levine SM. Effects of Training to Use Feedback and Responsiveness to Information on Preschool Children's Discrimination Learning. Percept Mot Skills 1978. [DOI: 10.2466/pms.1978.47.2.547] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The present study investigated the effect of the subject's information responsiveness as it interacted with training in feedback utilization on discrimination learning. A picture-sequencing test was developed to differentiate preexperimentally among 77 preschool subjects, ranging in age between 4–3 and 5–4 yr., as being either high or low information responders. The subjects were then randomly assigned to view a slide-tape program dealing with either feedback (treatment) or phonic discrimination (control). Subjects were subsequently administered a social responsiveness task. All subjects were administered a 48-trial, concept-identification task. The results indicated that high responsiveness to information and training in use of feedback produced improved social responsiveness but not improved learning on a concept-identification task.
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Hanser LM, Muchinsky PM. Work as an information environment. ORGANIZATIONAL BEHAVIOR AND HUMAN PERFORMANCE 1978; 21:47-60. [PMID: 10306432 DOI: 10.1016/0030-5073(78)90038-7] [Citation(s) in RCA: 74] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Greene BF, Willis BS, Levy R, Bailey JS. Measuring client gains from staff-implemented programs. J Appl Behav Anal 1978; 11:395-412. [PMID: 701204 PMCID: PMC1311315 DOI: 10.1901/jaba.1978.11-395] [Citation(s) in RCA: 88] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
Confidence in the adequacy with which staff implement training programs requires an analysis of the impact on the client. In two experiments, measures, were devised to reflect this impact. In the first, a measure of the consistency with which clients participated in a toilet-training program revealed their participation to be erratic. Consistent participation occurred after a public display of the consistency of participation was introduced. In Experiment II, detailed measures were devised to reflect the client's performance during the implementation of two physical-therapy programs: range-of-motion and ambulation. Additionally, standardized measures of the benefits that accrued from their participation in these programs were devised. Improvements in both measures were slight and unstable during a condition of immediate feedback (supervisor praise) to staff but substantial improvements were obtained with the addition of a public display of the client's performance.
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Van Houten R, McKillop C. An extension of the effects of the performance feedback system with secondary school students. PSYCHOLOGY IN THE SCHOOLS 1977. [DOI: 10.1002/1520-6807(197710)14:4<480::aid-pits2310140420>3.0.co;2-b] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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