An approach to reinforcement-schedule contingencies is presented that accommodates continuous as well as discrete effective dimensions of responses and reinforcers. College students' wheel turning was reinforced by projected reading material according to four schedule contingencies that incorporated either a discontinuous (count) or continuous (duration) dimension of the response and the reinforcer. The contingencies arranged a 1:1 correspondence between (a) response count and consequent stimulus count, (b) response duration and stimulus count, (c) response count and stimulus duration, and (d) response duration and stimulus duration. Contingencies incorporating response count produced moderate to high rates of very short-duration responses. Contingencies incorporating response duration produced very low-rate, long-duration responding. The dimension of the reinforcer had minimal or no additional effect. We suggest that incorporating duration and other continuous dimensions into schedule contingencies may improve our understanding of both laboratory and nonlaboratory behavior.

/pdf/continuous-versus-discrete-dimensions-of-reinforcement-xnoqblrpp5.pdf

Continuous versus discrete dimensions of reinforcement schedules: An integrative analysis

A study was conducted to assess the effects of redesigning the physical environment (i.e., the classroom) on the occurrence of self-stimulation, on-task behavior, inappropriate behavior, and inactivity. Three developmentally disabled males, diagnosed as autistic-type, participated. Data were collected using a withdrawal design. Results showed a decrease of self-stimulation and inactivity and an increase of on-task behavior. Inappropriate behavior remained unchanged across experimental conditions.

Effects of redesigning the physical environment on self-stimulation and on-task behavior in three autistic-type developmentally disabled individuals

Precision teaching (PT) has a long history in the fields of behavior analysis and education. As the system of PT has evolved and grown, many developments and discoveries have been made. The current article briefly reviews the history of PT and presents a synthesized definition derived from the unique legacy of the system. The article includes (a) an updated definition of PT, (b) a concept analysis of PT, and (c) a set of synthesized steps that comprise PT. The goal of the current article is to present a succinct summary of the current state of PT for readers from all backgrounds, with examples that encompass the entirety of the applications of PT.

/pdf/the-precision-teaching-system-a-synthesized-definition-59os8nrrlk.pdf

The Precision Teaching System: A Synthesized Definition, Concept Analysis, and Process

2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame.

Behavior analysis of tasks and accountability in physical education

Computer simulations of behavior and event records of a child's visual fixation on an adult person were generated and sampled using a modified time sampling procedure. The modified approach required making two independent scoring judgments per observation interval: if the behavior was initiated within the interval, the interval was scored; if the behavior was ongoing precisely at the end of the interval, the interval was again scored. The results showed that the within-interval and end-of-interval scores yielded, respectively, estimates of behavioral frequency and duration. The accuracy of the estimates was a function of the number of observations. Several field studies demonstrated high agreement among observers who employed the measurement system.

Some empirical justification for a modest proposal regarding data acquisition via intermittent direct observation

The analysis of behavior began with a form of data, rate of responding, which allowed for efficient study and for the description of the basic principles of behavior. Especially important were the facts that rate of responding was a direct reflection of fundamental properties of behavior, and that rate of responding was measured continuously within an experimental session. As behavior analysts moved from purely experimental to applied settings, discontinuous, time-based methods of measurement evolved, which neither directly reflect fundamental properties of behavior nor continuously record behavior within an experimental session. This paper offers a critical discussion of current measurement practices, and discusses factors possibly related to the use of discontinuous, time-based observing/recording procedures. A theoretical basis for observing/recording procedures is presented which emphasizes continuous measurement of response dimensions directly related to fundamental properties of behavior.

/pdf/current-measurement-in-applied-behavior-analysis-4cdawxhjsb.pdf

Current measurement in applied behavior analysis

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Current measurement in applied behavior analysis