Response deprivation, reinforcement, and instrumental academic performance in an EMR classroom

Konarski, Edward A.; Crowell, Charles R.; Johnson, Moses R.; Whitman, Thomas L.

doi:10.1016/s0005-7894(82)80052-x

Cited by 22 publications

(21 citation statements)

References 15 publications

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“…Some studies have shown that mere restriction of one response in a pair is sufficient to produce an increase in the other response, independent of any contingent relation (e.g., Allison & Timberlake, 1974;Bernstein, 1974;Dunham, 1972; Timberlake, 1979). Few studies, however, have restricted access to one response and examined the effects on two or more other responses (Dunham, 1977;Knapp, 1976; Konarski, Crowell, Johnson, & Whitman, 1982;Konarski, Johnson, Crowell, & Whitman, 1981; but see, e.g., Lyons & Cheney, 1984;Rojahn, Mulick, McCoy, & Schroeder, 1978). Bernstein and Ebbesen (1978) were among the first to point out that…”

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confidence: 99%

Response Restriction and Substitution With Autistic Children

Green

Striefel

1988

J Exper Analysis Behavior

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Few studies to date have examined time reallocation in naturalistic, multiresponse human repertoires when one or more responses are restricted. For this experiment, free-operant baseline levels of six responses were measured for four autistic children. The high-probability responses were made unavailable, one at a time, such that subjects had access to five, four, three, and two responses in successive restriction conditions. A return to the six-response free-operant baseline condition completed the experiment. Results were compared to predictions made by four time-reallocation models. These results were described accurately only by the selective substitution model. Further analyses examined alternative explanations for the individual reallocation patterns obtained. An expanded selective substitution definition is proposed that may characterize orderly patterns observed in multiresponse repertoires under restriction conditions more accurately than the other existing models.

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confidence: 99%

Response Restriction and Substitution With Autistic Children

Green

Striefel

1988

J Exper Analysis Behavior

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“…Konarski, Crowell, Johnson, and Whitman (1982), for example, provided developmentally disabled clients access to either reading or math tasks. Time spent on both reading and math tasks was measured during 20 min sessions within a classroom setting.…”

Section: Obtaining O I and O C : The Paired Baselinementioning

confidence: 99%

“…This is so because high-probability behavior is said to reinforce low-probability behavior (Premack, 1959). The purpose of the Konarski et al (1982) study, though, was to show how low-probability behavior could function to reinforce highprobability behavior. Contrary to the Premack principle, low-probability behavior can function to increase highprobability behavior so long as your I/C schedule ratio is greater than the O i /O c baseline ratio (see Timberlake & Wozny, 1979, for a laboratory exposition).…”

Section: Obtaining O I and O C : The Paired Baselinementioning

confidence: 99%

“…The only caveat is that your I/C ratio has to be greater than the O i /O c baseline ratio if you want to increase behavior and less than the O i /O c baseline ratio if you want to decrease behavior. Table 3 presents data from the Konarski et al (1982) study in which high-probability reading behavior (I) was increased by providing contingent access to low-probability math behavior (C). These data exemplify how I/C is always greater than O i /O c even when O c is a low-probability behavior.…”

Section: Obtaining O I and O C : The Paired Baselinementioning

confidence: 99%

“…This is ratio strain. In this case, the instrumental activity may come to Table 3 When O C is a low-probability behavior (Konarski et al, 1982) function as an aversive demand that Sam attempts to avoid or escape. Second, if Sam does meet the 8:2 requirement, he would gain access to the reinforcing contingent activity only twice during the 20-min session.…”

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confidence: 99%

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Predicting the Effects of Interventions: A Tutorial on the Disequilibrium Model

Jacobs

Morford²,

King

et al. 2017

Behav Analysis Practice

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The disequilibrium approach to reinforcement and punishment, derived from the probability-differential hypothesis and response deprivation hypothesis, provides a number of potentially useful mathematical models for practitioners. The disequilibrium approach and its accompanying models have proven effective in the prediction and control of behavior, yet they have not been fully espoused and integrated into clinical practice. The purpose of this tutorial is to detail the disequilibrium approach and adapt its mathematical models for use as a tool in applied settings. The disequilibrium models specify how to arrange contingencies and predict the effects of those contingencies. We aggregate these models, and provide them as a single tool, in the form of a Microsoft Excel® spreadsheet that calculates the direction and magnitude of behavior change based on baseline measures and a practitioner's choice of intervention parameters. How practitioners take baseline measures and select intervention parameters in accordance with disequilibrium models is explicated. The proposed tool can be accessed and downloaded for use at https://osf.io/ knf7x/.

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Recent research on response disequilibrium theory: A concise review

King,

Falligant,

Jacobs

2024

J of App Behav Analysis

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A resurgence in research on response disequilibrium theory has prompted a concise review of the literature from the past 5 years. Response disequilibrium, also known as response deprivation, attributes reinforcement and punishment effects to constraints on free‐operant baseline levels of behavior. By describing clinically relevant behaviors in terms of instrumental and contingent activities, researchers and practitioners can predict intervention outcomes with a disequilibrium model. We summarize the empirical outcomes of disequilibrium‐informed interventions across six articles and discuss areas of future research.

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Response deprivation, reinforcement, and instrumental academic performance in an EMR classroom

Cited by 22 publications

References 15 publications

Response Restriction and Substitution With Autistic Children

Response Restriction and Substitution With Autistic Children

Predicting the Effects of Interventions: A Tutorial on the Disequilibrium Model

Recent research on response disequilibrium theory: A concise review

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