Resistance to Disruption in a Classroom Setting

Parry-Cruwys, Diana; Neal, Carrie M; Ahearn, William H.; Wheeler, Emily E.; Premchander, Raseeka; Loeb, Melissa B; Dube, William V.

doi:10.1901/jaba.2011.44-363

Cited by 34 publications

(40 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, Parry-Cruwys et al (2011) found greater resistance to distraction following richer reinforcement schedules in only five of six special-education students engaged in various classroom tasks, again suggesting the possibility of interaction with task-related intrinsic reinforcers. Relatedly, Sweeney et al (2014) found that between-subject variability in both pigeons and humans with intellectual disability was greater in conditions including analog sensory reinforcers.…”

Section: Discussionmentioning

confidence: 98%

The Role of Contingencies and Stimuli in a Human Laboratory Model of Treatment of Problem Behavior

et al. 2017

Self Cite

View full text Add to dashboard Cite

Behavioral momentum theory posits a paradoxical implication for behavioral interventions in clinical situations using Differential Reinforcement of Alternative Behavior (DRA): When alternative reinforcers are presented within the same context as the problem behavior, the added reinforcers may decrease the frequency of the behavior but also increase its persistence when the intervention ends. Providing alternative reinforcers in a setting that is distinctively different from that in which the target behavior occurs may avoid or reduce this increase in persistence. The present experiment compared behavioral persistence following standard DRA versus DRA in a different context that was available after refraining from target behavior (Differential Reinforcement of Other Behavior, DRO). We arranged a human laboratory model of treatment intervention using computer games and token reinforcement. Participants were five individuals with intellectual disabilities. Experimental phases included (a) an initial multiple-schedule baseline with token reinforcement for target behaviors A and B, (b) an intervention phase with alternative reinforcement using a conventional DRA procedure for A and a DRO-DRA procedure for B, and (c) an extinction phase with no interventions and no tokens. Response rates as proportion of baseline in the initial extinction phase were greater for A than for B for three of five participants. Four participants whose response rates remained relatively high during the extinction phase then received a second extinction-plus-distraction test with leisure items available. Response rates were greater for A than for B in three of four participants. The results indicate that DRO-DRA contingencies may contribute to reduced post-intervention persistence of problem behavior.

show abstract

Section: Discussionmentioning

confidence: 98%

The Role of Contingencies and Stimuli in a Human Laboratory Model of Treatment of Problem Behavior

et al. 2017

Self Cite

View full text Add to dashboard Cite

show abstract

“…The basic experimental finding supporting the metaphor of behavioral momentum is that response classes associated with greater density of reinforcement are more persistent in the face of environmental distractors (Nevin, Mandell, & Atak, 1983). In a study with children with autism, Parry-Cruwys et al (2011) showed that a richer schedule of reinforcement (variable interval [VI] 7 s) of tokens or edibles produced a higher rate of task responding (e.g., puzzle building and block building) following distracters (e. g., videos) than a leaner schedule of reinforcement (VI 30 s). Presession pairing may work because the participant's cooperative behaviors inherent in the interactive presession activity are associated with a rich or dense schedule of reinforcement, and thus, cooperative behaviors in the presence of demands (i.e., distractors) may persist.…”

Section: Discussionmentioning

confidence: 99%

Effects of Presession Pairing on the Challenging Behavior and Academic Responding of Children with Autism

Kelly

Axe

Allen

et al. 2015

Behavioral Interventions

View full text Add to dashboard Cite

Presession pairing is an antecedent-based procedure in which an instructor engages with preferred items with a child for a few minutes before an instructional session. Although this procedure has been described in manualized treatment guidelines for working with children with autism, there are currently no direct investigations of whether this manipulation has a beneficial impact on target responding or the child's social interactions. Functional analyses with three children with autism showed escape or attention and escape as reinforcers for their challenging behavior. Preference assessments identified highly and moderately preferred stimuli. In the context of a multiple baseline across participants design, the participants exhibited fewer challenging behaviors when instructional sessions were preceded by presession pairing than when they were not. Academic responding showed modest increases. Subsequently, in the presence of presession pairing with a novel task, the participants emitted no challenging behavior and similar or higher levels of accurate academic responding. One participant was available for a maintenance session without presession pairing 5 months later and showed near-zero levels of challenging behavior and comparable levels of accurate academic responding. The implications of the findings and future directions are discussed.

show abstract

“…Following the war, this training model was replicated in business, industrial training, and in the classroom. 15 This type of systematic approach, although still common in the military, has not been applied in any meaningful way to surgical training, in spite of the fact that the two environments are analogous in the sense of consisting of definable tasks with severe consequences if unsuccessfully completed.…”

Section: Discussionmentioning

confidence: 99%

Tracking the Learning Curve in Microsurgical Skill Acquisition

Selber

Chang

et al. 2012

Plastic &Amp; Reconstructive Surgery

View full text Add to dashboard Cite

Background Despite advances in surgical training, microsurgery is still based on an apprenticeship model. To evaluate skill acquisition and apply targeted feedback to improve our training model, we applied the Structured Assessment of Microsurgery Skills (SAMS) to microsurgical fellows training. We hypothesized that subjects would demonstrate measurable improvement in performance throughout the study period and consistently across evaluators. Methods Seven fellows were evaluated during 118 microsurgical cases by 16 evaluators over three 1-month evaluation periods in 1 year (2010-2011). Evaluators used SAMS, which consists of 12 items in four areas: dexterity, visuo-spatial ability, operative flow, and judgment. To validate the SAMS data, microsurgical anastomoses in rodents performed by the fellows in a laboratory at the beginning and end of the study period were evaluated by five blinded plastic surgeons using the SAMS questionnaire. Primary outcomes were change in scores between evaluation periods and inter-evaluator reliability. Results Between the first two evaluation periods, all skill areas and overall performance significantly improved. Between the second two periods, most skill areas improved, but only a few significantly. Operative errors decreased significantly between the first and subsequent periods (81 vs. 36; p<0.05). In the laboratory study, all skills were significantly (p<0.05) or marginally (0.05≤p<0.10) improved between time points. The overall inter-evaluator reliability of SAMS was acceptable (α=0.67). Conclusions SAMS is a valid instrument for assessing microsurgical skill, providing individualized feedback with acceptable inter-evaluator reliability. Between the first two evaluation intervals, the microsurgical fellows’ skills increased significantly, but they plateaued thereafter. The use of SAMS is anticipated to enhance microsurgical training.

show abstract

Resistance to Disruption in a Classroom Setting

Cited by 34 publications

References 7 publications

The Role of Contingencies and Stimuli in a Human Laboratory Model of Treatment of Problem Behavior

The Role of Contingencies and Stimuli in a Human Laboratory Model of Treatment of Problem Behavior

Effects of Presession Pairing on the Challenging Behavior and Academic Responding of Children with Autism

Tracking the Learning Curve in Microsurgical Skill Acquisition

Contact Info

Product

Resources

About