SOME CURRENT DIMENSIONS OF APPLIED BEHAVIOR ANALYSIS<sup>1</sup>

Baer, Donald M.; Wolf, Montrose M.; Risley, Todd R.

doi:10.1901/jaba.1968.1-91

Cited by 3,133 publications

(632 citation statements)

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“…Corruption phenomenon occurs in circumstances that are difficult to examine in situ, because it is a criminal activity and persons engaged in it try to hide and protect it by secrecy (Luo, 2004 ). Baer, Wolf, and Risley (1968) argue that behavior analysts should be concerned with a behavior not because that behavior is easy to study, but because that behavior is important (p. 92). They acknowledged that socially important behavior may not be amenable to experimental studies in most cases, hence the imperative function of interpretation as an analytical tool.…”

Section: Discussionmentioning

confidence: 99%

Verbal Operants of Corruption: A Study of Avoidance in Corruption Behavior

2015

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Corruption is illegal and universally shameful. Persons who engage in corrupt practices tend to be discreet. This study offers an analysis of metaphors in corruption language based on positive and avoidance contingencies of reinforcement. Our data show that parties to corrupt practices use expressions that accentuate this discreet behavior, whether demanding or offering bribes. Our findings indicate that corruption language can be topographically similar to other verbal utterances, but functionally different when understood in context. Both officials and clients use metaphors to avoid prosecution and social embarrassment. The verbal behavior of the public servant is positively reinforced because he gets a bribe, and the verbal behavior of the client is positively reinforced because he/she receives service or favorable answer to application promptly. However, the payment of money denotes punishment. KEYWORDS: avoidance; corruption; Ghana, corruption; metaphors, disguised mands, positive reinforcement "What do 'beans for the kids' in Kinshasa, 'a glass of wine' in Paris and 'little carps' in Prague have in common"? According to Henig (2013), the phrases do not only indicate something about local cuisines, but they are also euphemisms for bribes (p. 1). The use of corruption language is a common phenomenon associated with the demand and supply sides of corrupt behavior (Vian, Gryboski, Sinoimeri, & Clifford, 2004). Quite a number of works have discussed the nature and role of corruption language in Africa (Adjei, 2009;Hasty, 2005;Polzenhagen & Wolf, 2007). In this article, we explore language associated with soliciting or offering bribes in Ghana. Corruption language is a figurative language of metaphors and euphemisms (as when a speaker uses a disguised mand) associated with soliciting and offering a 1 Author Note: We extend our appreciations to the Ph.D. Group of the Cultural Selection and Behavioral Economics Lab of the Department of Behavioral Science for their feedbacks on earlier versions of the paper. We thank Michael F. Valdez for proofreading and comments. We also wish to thank the anonymous reviewers for their critical, constructive and supportive comments. This article was presented as a paper at ABAI Congress in San Antonio, May 22-26, 2015, under Wittink (2011), figurative terminologies are common, frequent and pervasive in our verbal behavior. A metaphor (a derivative of the Greek word "metapherein" meaning to transfer), is a "figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable" (Metaphor, n.d.). A metaphor describes one thing in terms of another (Knowles & Moon, 2006). A synecdoche is a form of metaphor in which a part of a thing signifies the whole or the whole signifies the part. For example, in the Lord's Prayer "Give us this day our daily bread," bread will mean food taken each day (Cuddon & Preston, 1998, p. 890). A metonymy, also a form of metaphor, uses the name of an attribute or a thing to substitute the thing its...

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Section: Discussionmentioning

confidence: 99%

Verbal Operants of Corruption: A Study of Avoidance in Corruption Behavior

2015

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“…A Análise do Comportamento Aplicada é o ramo da Análise do Comportamento dedicado a aplicações do conhecimento e está firmemente calcada em sete dimensões, a saber: aplicada, comportamental, analítica, tecnológica, conceitualmente sistemática, efetiva e uma última dimensão, chamada generalidade (Baer, Wolf, & Risley, 1968). Uma intervenção analítico-comportamental contempla esta última dimensão quando a mudança comportamental em questão se sustenta em uma variedade de novos ambientes, na interação com novas pessoas e em contextos diferentes daquele em que foi estritamente estabelecida (Stokes & Baer, 1977).…”

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“…A dimensão "generalidade" é, portanto, resultado da ênfase em determinadas características do procedimento de ensino (Baer et al, 1968).…”

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Efeitos Do Número De Exemplares Sobre Aquisição E Generalidade De Desempenho Em Crianças Diagnosticadas Com Transtorno Do Espectro Do Autismo (Tea)

Silva¹,

Amaral²,

Barboza³

et al. 2017

REBAC

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RESUMOConsiderando a importância da generalidade, uma das sete dimensões da Análise do Comportamento Aplicada, o objetivo do presente estudo foi comparar a aquisição e o grau de generalização de repertórios verbais de tacto e intraverbais quando treinados com exemplar único de estímulo antecedente e com múltiplos exemplares de antecedentes, com duas crianças diagnosticadas com Transtorno do Espectro do Autismo (TEA). Os pais das crianças foram ensinados a implementar o ensino de tacto e intraverbal via tentativas discretas (DTT). O efeito da introdução da intervenção foi avaliado por meio do delineamento de linha de base múltipla não concorrente entre participantes. O efeito de cada uma das condições experimentais foi avaliado pela comparação intrassujeito de dados entre as condições "exemplar único" versus "múltiplos exemplares" ao longo do tratamento. Assim, para uma mesma habilidade (tacto, por exemplo), algumas relações foram ensinadas com múltiplos exemplares de estímulos e outras, com exemplar único. Na fase de generalização, foi aferida a precisão de desempenho para todas as relações com novos estímulos antecedentes/exemplares. Para Guto e Manuel foram necessárias, em média, 25,5 e 15 tentativas, respectivamente, para ensinar as relações com três exemplares, e 17 e 22 tentativas para ensinar com um exemplar. Durante a fase de generalização, a precisão média nas relações com três exemplares foi 83,5% e 100% para Guto e Manuel, respectivamente; com um exemplar, as médias foram 74 e 61%. Os dados mostram que a apresentação de múltiplos exemplares no treino de repertórios verbais proporcionou maior grau de generalização e não acarretou maior dificuldade de treino. Pelo presente estudo, encoraja-se o uso de múltiplos exemplares de estímulos em treino de repertório discriminativo em contexto aplicado.Palavras-chave: generalização, múltiplos exemplares, repertórios verbais.ABSTRACT Considering the importance of generality, one of the seven dimensions of Applied Behavior Analysis, the goal of the present study was to compare the acquisition and the generalization degree of tact and intraverbal repertoires when trained with single exemplar antecedent stimulus versus multiple-exemplar antecedent stimuli, with two children diagnosed with Autism Spectrum Disorder (ASD). The children's parents were taught on how to implement these repertoires via Discrete Trial Teaching (DTT). The effect of the introduction of the intervention was evaluated by a nonconcurrent multiple baseline design between participants. The effect of each experimental condition was evaluated by comparing data from "single exemplar" versus "multiple exemplar" conditions throughout training. Then, for a given repertoire (tact, for example), some relations were taught with multiple exemplars while others, with only one exemplar. On the generalization phase, performance accuracy in all discriminations was measured with new exemplars/antecedent stimuli. For Guto and Manuel it was necessary, on average, 25.5 and 15 trials, respectively, to teach the relat...

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“…The identification of functional relationships is central to the practice of applied behavior analysis (Baer et al 1968). In fact, the term functional analysis has a long history in behavior analysis (e.g., Skinner 1953).…”

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confidence: 99%

The Practical Importance of the Distinction Between Open and Closed-Ended Indirect Assessments

Fryling

Baires

2016

Behav Analysis Practice

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The identification of functional relations is a hallmark of applied behavior analysis. Building upon this foundation, applied behavior analysts have developed and researched a number of practices that fall within the purview of Functional Behavioral Assessment, a framework used to understand factors that influence a target behavior. Indeed, there now exists a wide range of procedures that fall within the purview of Functional Behavioral Assessment, with different procedures being associated with different strengths and limitations. Indirect assessments are commonly featured in most descriptions of the Functional Behavioral Assessment process. This paper focuses on the distinction between open and closed-ended indirect assessments specifically, highlighting their strengths and limitations. After distinguishing between these two types of indirect assessments considerations for practice are provided.

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SOME CURRENT DIMENSIONS OF APPLIED BEHAVIOR ANALYSIS¹

Cited by 3,133 publications

References 3 publications

Verbal Operants of Corruption: A Study of Avoidance in Corruption Behavior

Verbal Operants of Corruption: A Study of Avoidance in Corruption Behavior

Efeitos Do Número De Exemplares Sobre Aquisição E Generalidade De Desempenho Em Crianças Diagnosticadas Com Transtorno Do Espectro Do Autismo (Tea)

The Practical Importance of the Distinction Between Open and Closed-Ended Indirect Assessments

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SOME CURRENT DIMENSIONS OF APPLIED BEHAVIOR ANALYSIS1

Cited by 3,133 publications

References 3 publications

Verbal Operants of Corruption: A Study of Avoidance in Corruption Behavior

Verbal Operants of Corruption: A Study of Avoidance in Corruption Behavior

Efeitos Do Número De Exemplares Sobre Aquisição E Generalidade De Desempenho Em Crianças Diagnosticadas Com Transtorno Do Espectro Do Autismo (Tea)

The Practical Importance of the Distinction Between Open and Closed-Ended Indirect Assessments

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SOME CURRENT DIMENSIONS OF APPLIED BEHAVIOR ANALYSIS¹