scholarly journals Training Petting Zoo Sheep to Act Like Petting Zoo Sheep: An Empirical Evaluation of Response-Independent Schedules and Shaping with Negative Reinforcement

Animals ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. 1122 ◽  
Author(s):  
Eduardo J. Fernandez
Keyword(s):  
Differential Reinforcement ◽  
Negative Reinforcement ◽  
Empirical Evaluation ◽  
Fixed Time ◽  
Successive Approximations ◽  
Avoidance Behaviors ◽  
Shaping Procedure ◽  
Informal Observation ◽  
Changing Criterion ◽  
Changing Criterion Design

Shaping through differential reinforcement of successive approximations to a target response has been a cornerstone procedure for the training of novel behavior. However, much of how it has traditionally been implemented occurs through informal observation, rather than any direct, systematic measurement. In the present study, we examine the use of response-independent food schedules and shaping for increasing approach and contact behaviors in petting zoo sheep. In Experiment 1, a fixed-time (FT) 15 s food schedule was used to effectively increase approach and contact behaviors in one sheep. In Experiment 2, negative reinforcement in the form of removal of the presence of a trainer was made contingent on the successful completion of approximations within a shaping procedure and later switched to food rewards. A changing-criterion design was used to empirically examine the effects of the shaping procedure during each step of the program. The result is one of the first studies to demonstrate the utility of using negative reinforcement within a shaping procedure to successfully intervene on approach/avoidance behaviors in an applied animal setting.

Treatment of Elopement Without Blocking With a Child With Autism

2017 ◽  
Vol 43 (1) ◽  
pp. 132-145 ◽  
Author(s):  
Megan A. Boyle ◽  
Ginny Keenan ◽  
Kara L. Forck ◽  
Kaitlin S. Curtis
Keyword(s):  
Differential Reinforcement ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Dangerous Behavior ◽  
Close Proximity ◽  
Assessment And Treatment ◽  
Withdrawal Design ◽  
Changing Criterion ◽  
Changing Criterion Design ◽  
Reinforcement Procedure

Elopement is a dangerous behavior common in children with autism spectrum disorder (ASD). Relative to other forms of problematic behavior, elopement has received little attention in both assessment and treatment. The current study entailed a functional analysis of elopement of one child with ASD, results of which suggested a partially automatic function. We then evaluated a differential reinforcement procedure, along with a rule, which successfully decreased elopement without the use of blocking. A changing-criterion design embedded within a withdrawal design was used to gradually increase the criterion for maintaining a close proximity to a therapist prior to being allowed to run.

Aversive Stimuli in Academic Interactions between Students with Serious Emotional Disturbance and their Teachers

1993 ◽  
Vol 18 (4) ◽  
pp. 265-274 ◽  
Author(s):  
Philip L. Gunter ◽  
R. Kenton Denny ◽  
Susan L. Jack ◽  
Richard E. Shores ◽  
C. Michael Nelson
Keyword(s):  
Emotional Disturbance ◽  
Negative Reinforcement ◽  
Teacher Behaviors ◽  
Serious Emotional Disturbance ◽  
Instructional Behaviors ◽  
Aversive Stimuli ◽  
Avoidance Behaviors ◽  
Academic Activities ◽  
Growing Body ◽  
Teachers And Students

This manuscript presents a review of the growing body of research concerning the influence of negative reinforcement on student and teacher behaviors. Negative reinforcement strengthens behaviors that result in escape from, or avoidance of, aversive stimuli. It is argued that negative reinforcement is a variable in the academic interactions of students with serious emotional disturbance and their teachers, Although both desired and undesired behaviors may be outcomes of negative reinforcement, because of the academic deficiencies of students with serious emotional disturbance and the instructional behaviors of their teachers, the escape and avoidance behaviors exhibited by these students more often may be undesired. The authors call for research to investigate sources of aversive stimuli within academic interactions between teachers and students with serious emotional disturbance as well as the potentially aversive stimuli present in academic activities. Implications for teaching practices also are presented.

The Changing-Criterion Design: Assessment of Running Behavior of a Handicapped Youth

1982 ◽  
Vol 50 (3_suppl) ◽  
pp. 1287-1293
Author(s):  
Robert L. Morgan ◽  
Ronald Hiebert
Keyword(s):  
Running Speed ◽  
Design Assessment ◽  
Changing Criterion ◽  
Changing Criterion Design

In a changing-criterion design increased running speed by a handicapped youth was demonstrated by establishing a temporal criterion for running, which changed repeatedly as running matched the criterion. Reinforcement and avoidance procedures were made contingent on running and were effective in increasing running speed. Follow-up data at 3 and 12 mo. indicated maintenance of the increased running speed.

scholarly journals Best Practices in Utilizing the Changing Criterion Design

2015 ◽  
Vol 10 (1) ◽  
pp. 52-61 ◽  
Author(s):  
Liesa A. Klein ◽  
Daniel Houlihan ◽  
James L. Vincent ◽  
Carlos J. Panahon
Keyword(s):  
Best Practices ◽  
Changing Criterion ◽  
Changing Criterion Design

Time-out as a Means of Shaping Whole-task Completion as a Precursor to Establishing Rule-following Behaviour with a Severely Noncompliant Preschool Child

1998 ◽  
Vol 15 (1) ◽  
pp. 50-61
Author(s):  
Wendy K. Pailthorpe ◽  
Alan Ralph
Keyword(s):  
Successive Approximations ◽  
Matching Task ◽  
Task Completion ◽  
Disruptive Behaviour ◽  
Correspondence Training ◽  
Hyperactivity Disorder ◽  
Time Out ◽  
Task Requirements ◽  
Changing Criterion ◽  
Criterion Time

A preschool girl who displayed severe noncompliant and disruptive behaviour was taught to successfully complete a card-matching task, to verbalise the task requirements, and to report successful task completion by means of a time-out procedure in combination with correspondence training. In order to bring about this success, time out was successively introduced for three preparatory behaviours (sitting still, keeping hands down, and looking at the task materials), for completion of simple tasks interspersed between trials of card-matching, and for stating the card-matching task requirement. The conditions for implementing time-out were gradually changed from allowing two chances to comply (implemented only after a second request was not complied with) to allowing only one chance (implemented after the first request was not complied with). This changing criterion time-out procedure was used in place of the more commonly used, but possibly more lengthy procedure whereby tasks not performed adequately are broken down into smaller steps and successive approximations are contingently shaped. The success of the time-out procedure is discussed as a potential means of conducting powerful early interventions with young children at risk for diagnoses of attention-deficit/hyperactivity disorder or similar disorders where a failure to correct severe behaviour problems observed at an early age is predictive of the need for more intrusive and expensive interventions later.

Evaluation of the pass system : a multi-component function-based tier 2 intervention for escape-maintained student behaviors

2015 ◽  
Author(s):  
◽  
Tracey G. Latimore
Keyword(s):  
Problem Behaviors ◽  
Student Behavior ◽  
Differential Reinforcement ◽  
Negative Reinforcement ◽  
Interrupted Time Series ◽  
Academic Failure ◽  
Time Series Regression ◽  
University Of Missouri ◽  
Pass System ◽  
Baseline Design

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Among typically developing children, escape is one of the most common functions of problem behavior. Research suggests students who engage in escape-maintained behaviors may be at a greater risk for academic failure (Chuang, 2012; McIntosh, Horner, Chard, Dickey, and Braun, 2008b; Miles and Stipek, 2006). Schools are in need of a continuum of low effort, effective strategies for students who engage in escape-maintained behaviors. One low effort, easy intervention for students who escape academic tasks is the Pass System. The Pass System is a secondary tier intervention that includes choice-making, differential reinforcement, and response cost. The Pass System enables a student to receive differential reinforcement for choosing to do their work or use a pass to only do part of the work and provides negative reinforcement for refusing to complete tasks. It allows students to escape within limits and provide continued incentive for engaging in the desired behavior. The current study investigated the effectiveness of the Pass System using a multiple baseline design across four elementary-aged students engaging in escape-maintained behaviors. Four teachers implemented the Pass System with ongoing support and consultation. Interrupted time-series regression analyses and visual analyses were used to evaluate the effects of the Pass System on student behavior. Results indicated improvements in problem behaviors, compliance, and academic engagement. The Pass System was highly favored among teachers and students. The Pass System was found to be a viable intervention for educators to use with students who engage in escape-maintained behavior.

Case Studies in the Management of Inappropriate Behaviors during Prevocational Training

AAESPH Review ◽  
1978 ◽  
Vol 3 (3) ◽  
pp. 132-144 ◽  
Author(s):  
Dennis E. Mithaug
Keyword(s):  
Case Studies ◽  
Problem Behaviors ◽  
Behavior Management ◽  
Differential Reinforcement ◽  
Negative Reinforcement ◽  
Skill Training ◽  
Management Strategies ◽  
Appropriate Behavior ◽  
Inappropriate Behaviors ◽  
Prevocational Training

This paper presents four case studies that demonstrate the use of different management strategies to decrease or eliminate the undesirable behaviors of clients in a prevocational training program. The presentations and discussions focus upon the simultaneous pursuit of skill training and behavior management rather than working towards these two objectives sequentially, e.g., first behavior management and then skill training. The rationale for this approach is that discouraging inappropriate behaviors should be accompanied by procedures that encourage appropriate ones. In the prevocational program, appropriate behavior was defined as correct responses to specific training tasks. The four cases include such problem behaviors as excessive out-of-seat and running behaviors, incessant and irrelevant verbal behavior, screaming and shrieking, excessive hysterial laughing, refusal to work, self-biting, self-pinching, violent tantruming, and noncompliance. The tactics that were employed to control, decrease, and/or eliminate these behaviors include shaping, differential reinforcement of other behaviors, ignoring, timeout, and negative reinforcement. In all cases, the management strategies were in effect while new skills were trained. The clients received positive reinforcers for appropriate task responses while being discouraged from responding inappropriately.

Application of the Changing-Criterion Design in Special Education

1982 ◽  
Vol 16 (3) ◽  
pp. 359-367 ◽  
Author(s):  
Patrick J. Schloss ◽  
Robert A. Sedlak ◽  
Connie Elliott ◽  
Marlene Smothers
Keyword(s):  
Special Education ◽  
Changing Criterion ◽  
Changing Criterion Design
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