Another test of the Premack principle

Harrison, Robert G.; Schaeffer, Robert W.

doi:10.3758/bf03337567

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…( 2004 ), Hegel and Ferguson ( 2000 ) (TS) Premack principle The opportunity to engage in a high-probability behavior is made contingent engaging in a targeted behavior or on the inhibition of problematic behavior Decreases ADHD like behavior, inattention, disruptive behavior, non-compliance Agathon and Granjus ( 1976 ), Andrews ( 1970 ), Browder et al. ( 1984 ), Ghosh and Chattopadhyay ( 1993 ), Gonzalez and Ribes ( 1975 ), Harrison and Schaeffer ( 1975 ), Homme et al. ( 1963 ), Hosie et al.…”

Section: Kernel Definition Derivation and Examplesmentioning

confidence: 99%

Evidence-based Kernels: Fundamental Units of Behavioral Influence

Embry¹,

Biglan

2008

Clin Child Fam Psychol Rev

337

270

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This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior-influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physiological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior.Keywords Evidence-based kernels Á Public-health benefits Á Prevention Á Treatment This paper presents an analysis of fundamental units of behavioral influence that underlie effective prevention and treatment. We call these units kernels. They have two defining features. First, in experimental analysis, researchers have found them to have a reliable effect on one or more specific behaviors. Second, they are fundamental units of behavior influence in the sense that deleting any component of a kernel would render it inert. Understanding kernels could contribute to an empirically based theory of behavioral influence, facilitate dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to developing interventions that are more efficient and effective. Subsequent sections of this paper expand on the two essential features of evidence-based kernels, as well as the origins of the idea and terminology.The ultimate goals of treatment and prevention research are a reduction of the prevalence of the most common and costly problems of behavior and an increase in the prevalence of wellbeing. Current thinking about how to accomplish this assumes that we will identify empirically supported programs and, to a lesser extent, policies, and will disseminate them widely and effectively. Although substantial progress is occurring through this strategy, there are at least four limitations to it that point to the value of kernels as a complementary strategy.First, it is difficult to implement a program's efficacy widely with fidelity or effectiveness. Ringwalt et al. (2003) surveyed a sample of 1,795 school staff members who were i...

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Section: Kernel Definition Derivation and Examplesmentioning

confidence: 99%

Evidence-based Kernels: Fundamental Units of Behavioral Influence

Embry¹,

Biglan

2008

Clin Child Fam Psychol Rev

337

270

View full text Add to dashboard Cite

show abstract

“…& Ebbesen, 1978;Klajner, 1975;Podsakoff, 1982;. Sometimes, but much less commonly, the facilitation of the instrumental response is accompanied by performance of the contingent response at its baseline rate (Harrison & Schaeffer, 1975;Wasik, 1969).…”

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confidence: 99%

Response Deprivation, Reinforcement, and Economics

Allison¹

1993

J Exper Analysis Behavior

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Reinforcement of an instrumental response results not from a special kind of response consequence known as a reinforcer, but from a special kind of schedule known as a response-deprivation schedule. Under the requirements of a response-deprivation schedule, the baseline rate of the instrumental response permits less than the baseline rate of the contingent response. Because reinforcement occurs only if the schedule deprives the organism of the contingent response, reinforcement cannot result from any intrinsic property of the contingent response or any property relative to the instrumental response. Two typical effects of response-deprivation schedules-facilitation of the instrumental response and suppression of the contingent response-are discussed in terms of economic concepts and models of instrumental performance. It is suggested that response deprivation makes the contingent response function as an economic good, the instrumental response as currency.

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A Molar Equilibrium Theory of Learned Performance

Timberlake

1980

Psychology of Learning and Motivation

124

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Another test of the Premack principle

Cited by 4 publications

References 3 publications

Evidence-based Kernels: Fundamental Units of Behavioral Influence

Evidence-based Kernels: Fundamental Units of Behavioral Influence

Response Deprivation, Reinforcement, and Economics

A Molar Equilibrium Theory of Learned Performance

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