The effects of establishing operations on preferences for tangible items

Evaluating the effects of social interaction on the results of preference assessments for leisure items

A variable that may influence the outcomes of stimulus preference assessments (SPAs) is whether social interaction is provided during the stimulus access period. In Experiment 1, we compared the outcomes of a Solitary paired stimulus preference assessment (PSPA) (toys only), Social PSPA (toys plus social interaction), and Combined PSPA (toys alone and toys plus social interaction) to determine whether the addition of social interaction influenced preference for toys in preschool children. In Experiment 2, we conducted a concurrent-operant reinforcer assessment to compare the reinforcing efficacy of stimuli with and without social interaction. Experiment 1 showed preference for toys was stable across assessments (Solitary and Social PSPAs) and most participants preferred toys plus social interaction when compared in a single assessment (Combined PSPA). Experiment 2 showed that results of the Combined PSPA in Experiment 1 predicted the outcome of most participants' reinforcer assessments.

Using progressive ratio schedules to evaluate tokens as generalized conditioned reinforcers

The properties of operant reinforcers are dynamic and dependent on a number of variables, such as schedule and effort. There has been sparse research on the generalized conditioned properties of token reinforcement. We evaluated leisure items, edible items, and tokens using a progressive ratio schedule with three children with diagnoses of ASD and developmental delays. The highest break points occurred during the token reinforcement condition for two out of three participants, but response rates tended to be higher with edibles. We then evaluated the effects of presession access to edibles on the break points of edible items and tokens with two participants. Break points decreased only in the edible reinforcement condition, and the participants chose to work for leisure items rather than edibles when presession access to edibles was in place. These findings suggest that the tokens functioned as generalized conditioned reinforcers.

A systematic examination of different parameters of presession exposure to tangible stimuli that maintain problem behavior

We examined the effects of three different presession conditions on tangibly maintained problem behavior for 2 students with autism, using individual-participant multielement designs. First, an analogue functional analysis demonstrated that problem behavior was maintained by access to tangible items. Next, topographies of item rejection were identified. Finally, students were exposed to (a) brief access, (b) no access, and (c) satiation to the tangible items prior to tangible sessions. The results demonstrated high levels of problem behavior following the brief-access and no-access presession conditions and low levels of problem behavior following the satiation condition. The findings are discussed in the context of how satiation might best be defined for these sorts of evaluations.

Examination of the influence of contingency on changes in reinforcer value

This study examined how the amount of effort required to produce a reinforcer influenced subsequent preference for, and strength of, that reinforcer in 7 individuals with intellectual disabilities. Preference assessments identified four moderately preferred stimuli for each participant, and progressive-ratio (PR) analyses indexed reinforcer strength. Stimuli were then assigned to one of four conditions for 4 weeks: fixed-ratio (FR) 1 schedule, escalating FR schedule, yoked noncontingent (NCR) delivery, and restricted access. Preference assessments and PR schedules were then repeated to examine changes in selection percentages and PR break points. Selection percentages decreased for all NCR stimuli but increased for most of the restricted stimuli. There were no systematic changes in selection percentages for either of the contingent stimuli. Break points increased, on average, for all conditions, but the increase was highest for the restricted stimuli and lowest for the NCR stimuli. These results are discussed in relation to recent basic research addressing the influence of effort on stimulus value.

Influence of motivating operations and discriminative stimuli on challenging behavior maintained by positive reinforcement

We examined the effects of an establishing operation (EO) and abolishing operation (AO) on stimulus control of challenging behavior. Two participants with developmental disabilities and challenging behavior participated. In Phase I, a functional analysis was conducted to identify the consequences maintaining challenging behavior. In Phase II, a discrimination between SD and SΔ was trained. In Phase III, pre-session MOs (i.e., EO and AO conditions) were arranged to assess their effects on challenging behavior. Finally in Phase IV, in addition to manipulating pre-session MOs the challenging behavior was evaluated under extinction in both SD and SΔ conditions. Results indicated that in the context of extinction when pre-session EO and AO conditions were manipulated, responding not only became differentiated but was higher in both SD and SΔ conditions in the pre-session EO condition when compared to the pre-session AO condition.

Effects of systematically depriving access to computer-based stimuli on choice responding with individuals with intellectual disabilities

Three adults with intellectual disabilities participated to investigate the effects of reinforcer deprivation on choice responding. The experimenter identified the most preferred audio-visual (A-V) stimulus and the least preferred visual-only stimulus for each participant. Participants did not have access to the A-V stimulus for 5 min, 5 and 24h. Following deprivation, responses produced 1-s access to either stimulus on a concurrent continuous reinforcement continuous reinforcement schedule. A combination multi-element/multiple-baseline-across-participants design showed that two participants emitted fewer responses for the preferred A-V stimulus following 5-min deprivation relative to 5- and 24-h deprivation. Higher values of deprivation did not increase the proportion of choice responses allocated to the A-V stimulus for any participant and could be attributed to preference shifts during the study.

Helping a man with multiple disabilities increase object-contact responses and reduce hand stereotypy via a microswitch cluster program

BACKGROUND

People with profound and multiple disabilities often display aberrant behaviours (such as stereotypical movements) which can inhibit learning and lead to social stigmatisation. This study was designed to help a man with multiple disabilities increase his object-contact responses and reduce hand stereotypy (in this case, hand/wrist rotation).

METHOD

An A-B-A-B design with a 3-month post-intervention check was employed. At baseline, a combination of microswitches (or microswitch cluster) was used to monitor the man's object-contact responses and hand stereotypy. During the intervention phases and post-intervention check, the microswitch cluster was combined with preferred stimuli for object-contact responses occurring without hand stereotypy. The stimulation lasted for 8 seconds if the man remained free from hand stereotypy for that time, but was interrupted if the stereotypy appeared.

RESULTS

The intervention showed an increase in object-contact responses occurring without hand stereotypy and a reduction in session time with hand stereotypy. These data were maintained at the 3-month post-intervention check.

CONCLUSION

Replication of these findings with other individuals would confirm the utility of this type of intervention for increasing constructive responding and reducing stereotyped behaviours.

Antecedent effects of observing peer play

The relative reinforcing value of toys was assessed in the absence of, and immediately following, participant observation of a peer manipulating one of the toys. Preference assessments were used to identify preference hierarchies. Reinforcer assessments were conducted with a high-preference item, a low-preference item, and a control. Each participant allocated responding toward the high-preference item during baseline. When reinforcer assessment sessions were preceded by a peer observation period, 3 of the 4 participants shifted allocation to the toy manipulated by the peer. The 4th participant shifted allocation only when the high-preference stimulus was replaced with a medium-preference stimulus. These data suggest that, among preschoolers, response allocation is influenced by observations of peers playing.

On Choice, Preference, and Preference for Choice

In this paper, we examine several common everyday meanings of choice, propose behavioral definitions of choice, choosing, and preference, and recommend ways for behavioral researchers to talk consistently about these concepts. We also examine the kinds of performance in the contexts of various procedures that might be appropriately described as a preference for choice. In our view, the most appropriate procedure for demonstrating preference for choice as a consequence is a concurrent chains method, in which choice is a reinforcer for an approach response. The single-stimulus procedure, however, is more appropriate for demonstrating preference for choice as an antecedent.