Studies Flashcards
Dadarrio et al. (2007) and criticisms/critiques
AB design.
Teacher removed M&M from bowl to be shared with class each time there was a disruptive behaviour.
–> Decreased rate of negative behaviours per minute
But baseline was not stable enough; could have been other factors that accounted for behaviour change; could the teacher’s behaviour change account for the children’s?
Krentz et al. (2016)
ABAB reversal.
Token reinforcement to increase distance walked in adults with mild-moderate learning difficulties.
–> effective
Groden & Cautela (1988)
Multiple baseline.
Whether covert reinforcement could improve verbal initiation in 3 adolescents presenting mild autism; asked them what it would be like to initiate contact with another learner.
–> effective for 2 subjects (Ralph & Lee Ann) but less stable baseline for Phil limits conclusions.
Hua et al. (2020)
Alternating treatment design.
Effects of two reading interventions in increasing the amount of ideas and details recalled: paraphrasing (paraphrase when they read) vs paraphrasing + vocab (“this is the meaning of 3 words you will read”).
–> effectiveness differed across subjects.
Kazdin (2019)
Changing criterion design
Joel Greenspoon
distinguished reward from reinforcer
–> “mhmm” after plural noun increased rate of plural nouns
Allen et al. (1974)
ABAB reversal.
Ann showed little interaction with children.
First intervention: provided adult attention for child interaction –> not effective
Second intervention: provided a toy when she engaged in play with children –> more effective
France & Hudson (1990)
Multiple baseline.
Families instructed not to enter room when child wakes in the night.
–> night waking reduced to 0 for all.
BUT consider attachment theory and how lack of sleep affects parent-child relationship.
Rekers & Lovaas (1974)
Differential reinforcement of incompatible behaviour.
Reducing inappropriate gender role behaviour in a 5yr old (Craig).
Extinction: feminine behaviours; mother to ignore Craig.
Reinforcement: masculine behaviours; mother gave him attention.
–> broadly reduced feminine behaviours.
Dorsey et al. (1980)
Individual reversal designs.
Evaluated the effect of a fine water mist applied to the face of individuals with profound learning difficulties contingent upon performance of self-injurious behaviours.
–> mist was effective
Subsequently paired with “no”.
–> when tested “no” alone it reduce behaviour rate (conditioned reinforcer)
Keller & Schoenfeld
Code voice method for morse code
Keintz et al. (2011)
Discrimination training in children with ASD and intellectual disabilities/complex educational needs.
teaching coin values.
Instruction provided and child to indicate the correct coin.
Pick 5 cents when 5 cents instructed = behaviour reinforced; instruction was SD
Picked 5 cents when 1 cents instructed = behaviour not reinforced; instruction was S-delta.
–> effective (both children learned to select coins).
O’Neill et al. (2022)
Alternating treatment design.
Trained 4 children with ASD/CENs to identify flags.
Used prompt fading: compared 5 second progressive prompt delay to constant prompt delay.
–> for one P, PPD seemed more effective (but other Ps showed different results).
Ghaemmaghami et al. (2018)
Shaping communication responses in 4 children to use over aggression and other severe behaviour problems.
Used successive approximations.
Trained topography (response got more complex) and latency (getting them to say something that takes more time than the aggressive reaction).
–> each time the steps were trained there was an improvement in the trained behaviour, and previous behaviours were reduced to zero (as under extinction)
Sivaraman et al. (2021)
Getting children to tolerate a face mask.
First used chaining then used shaping (shaped dimension of tolerating the mask from 3-60s).
