On the generality of preference for contingent reinforcement

Gover, Holly C.; Hanley, Gregory P.; Ruppel, Kelsey W.

doi:10.1002/jaba.892

Cited by 8 publications

(8 citation statements)

References 39 publications

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“…First, the GBG provides students an opportunity to earn a reward that is otherwise not available in their classroom. Second, the GBG provides clear rules and consequences for following and not following the rules and students may prefer consistency in the correspondence between the rules and the consequences (Gover et al, 2022). Third, the corrective feedback provided during the GBG is helpful in that it is tied to reward delivery, unlike corrective feedback during baseline.…”

Section: Discussionmentioning

confidence: 99%

Effects of and preference for student‐ and teacher‐implemented good behavior game in early elementary classes

Peltier

Newell

Linton

et al. 2022

J of App Behav Analysis

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Disruptive behavior during instruction is a common problem in elementary classrooms. One intervention to reduce disruptive behavior is the Good Behavior Game (GBG). In this study, the students of 2 early elementary classrooms experienced 3 versions of the GBG: experimenter‐implemented, teacher‐implemented, and student‐implemented. The effects of the GBG on disruptive behavior and peer interactions were evaluated using a combined reversal and multielement design. Student preference for conditions was assessed via a group arrangement of a concurrent‐chains preference assessment. All versions of the game reduced disruptive behavior compared to baseline, but the rate of disruptive behavior was slightly higher during the teacher‐implemented sessions in Class 1. Few peer interactions occurred during the game; however, negative interactions increased slightly in both classes during the GBG. Students overwhelmingly preferred the student‐implemented version of the game. This study provides support for student implementation of the GBG and offers an approach to student shared governance in the classroom.

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Section: Discussionmentioning

confidence: 99%

Effects of and preference for student‐ and teacher‐implemented good behavior game in early elementary classes

Peltier

Newell

Linton

et al. 2022

J of App Behav Analysis

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show abstract

“…Research has repeatedly shown that humans tend to prefer contingent over noncontingent reinforcement schedules (Gover et al, 2022 ; Luczynski & Hanley, 2009 ). Presumably, this is because contingent schedules allow for reinforcement delivery when the relevant motivating operations are in place, therefore maximizing the value of the reinforcers.…”

Section: Applied Implicationsmentioning

confidence: 99%

Bridging the gap between laboratory and applied research on response‐independent schedules

Ingvarsson

Fernández²

2022

J of App Behav Analysis

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In 1948, Skinner described the behavior of pigeons under response‐independent schedules as “superstitious,” and proposed that the responses were reinforced by contiguous, adventitious food deliveries. Subsequently, response‐independent schedules have been of interest to both basic and applied researchers, first to understand the mechanisms involved, and later, as “noncontingent reinforcement” (NCR) to reduce undesirable behavior. However, the potential superstitious effects produced by these schedules have been challenged, with some researchers arguing that antecedent variables play a significant role. This paper examines the evidence for adventitious reinforcement from both laboratory and applied research, the results of which suggest that antecedent, nonoperant functions may be important in fully understanding the effects of NCR. We propose an applied‐basic research synthesis, in which attention to potential nonoperant functions could provide a more complete understanding of response‐independent schedules. We conclude with a summary of the applied implications of the nonoperant functions of NCR schedules.

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“…Such investigations are necessary to confirm schedule-induced responding as important for the attachment patterns in infancy (Beckes et al, 2017). Similarly, exploring the impact of VR schedules on verbal behavior development is also a promising area for future research (Gover et al, 2021; Hanratty & Hanley, 2021; Luczynski et al, 2014).…”

Section: Future Directionsmentioning

confidence: 99%

“…However, for examples of the utilization of VR for facilitating functional communication skills, see the work of Hanley and colleagues (e.g.,Gover et al, 2021;Hanratty & Hanley, 2021;Luczynski et al, 2014).…”

mentioning

confidence: 99%

On the codevelopment of attachment behavior and verbal behavior.

Strand¹

2022

Behavioral Development

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A model of social behavioral development is presented that integrates attachment behavior development with verbal behavior development. The attachment patterns constitute a response class that reflects schedules of reinforcement for security-seeking behavior. Continuous, variable, and extinction schedules give rise to, respectively, secure, insecure–anxious, and insecure–avoidant attachment behavior patterns. These patterns emerge in early childhood and impact social tendencies and preferences (e.g., incentive salience for caretakers, social trust). A prerequisite for their emergence is responsiveness to the behavior of others for purposes of fear relief (negative reinforcement). Similarly, verbal behavior development is concerned with utilizing others for self-enrichment and relief from deprivation. The nexus of verbal behavior development and attachment behavior development, then, is self-enrichment within a network (community) of ones choosing. The network of ones choosing reflects contingencies for security-seeking behavior (attachment) and enrichment within that community reflects the evolution of verbal behavior capabilities. Both of these developmental phenomena entail the emergence of other persons as learned, social reinforcers.

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On the generality of preference for contingent reinforcement

Cited by 8 publications

References 39 publications

Effects of and preference for student‐ and teacher‐implemented good behavior game in early elementary classes

Effects of and preference for student‐ and teacher‐implemented good behavior game in early elementary classes

Bridging the gap between laboratory and applied research on response‐independent schedules

On the codevelopment of attachment behavior and verbal behavior.

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