The Use of Contingent‐interrupted Music in the Treatment of Disruptive Bus‐riding Behavior

Barmann, Barry C.; Croyle-Barmann, Carol; McLain, Bill

doi:10.1901/jaba.1980.13-693

Cited by 13 publications

(6 citation statements)

References 10 publications

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“…Results of the reward and time-out analyses suggest that decreased response levels were attributable to the removal of the sorting materials, which interrupted the ongoing sorting response. Contingent interruption of automatically reinforced behavior has been used to reduce the occurrence of such responses and has been reported as a punishment effect (e.g., Barmann, Croyle-Barmann, & McLain, 1980;Lerman & Iwata, 1996). Likewise, interruption of the sorting task appeared to function as punishment.…”

Section: Resultsmentioning

confidence: 99%

Progressing From Programmatic to Discovery Research: A Case Example With the Overjustification Effect

Roane

Fisher

McDonough

2003

J of App Behav Analysis

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Scientific research progresses along planned (programmatic research) and unplanned (discovery research) paths. In the current investigation, we attempted to conduct a single-case evaluation of the overjustification effect (i.e., programmatic research). Results of the initial analysis were contrary to the overjustification hypothesis in that removal of the reward contingency produced an increase in responding. Based on this unexpected finding, we conducted subsequent analyses to further evaluate the mechanisms underlying these results (i.e., discovery research). Results of the additional analyses suggested that the reward contingency functioned as punishment (because the participant preferred the task to the rewards) and that withdrawal of the contingency produced punishment contrast.

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Section: Resultsmentioning

confidence: 99%

Progressing From Programmatic to Discovery Research: A Case Example With the Overjustification Effect

Roane

Fisher

McDonough

2003

J of App Behav Analysis

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“…( 1998 ), Neave and Wolfson ( 2003 ) (All TS, and one naturalistic study) Contingent music Music played or stopped in real time, based on observed behavior of the individual or group Increased weight gain of babies, improved baby development possibly, work performance, academic achievement, attention and focus (ADHD symptoms down); reduced aggression Allen and Bryant ( 1985 ), Barmann and Croyle-Barmann ( 1980 ), Barmann et al. ( 1980 ), Bellamy and Sontag ( 1973 ), Blumenfeld and Eisenfeld ( 2006 ), Cevasco and Grant ( 2005 ), Cook and Freethy ( 1973 ), Cotter ( 1971 ), Davis et al. ( 1980 ), Dellatan ( 2003 ), Deutsch 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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“…Entre os estudos que utilizaram a música como reforçador, há um grupo que objetivou mudar certos comportamentos tornando-os "adaptados" ou "produtivos" (Barmann, Croyle-Barmann, & Mclain, 1980;Wilson & Hopkins, 1973;Greene, Bailey, & Barber, 1981;Lowe, Beasty, & Bentall, 1983;Hume & Crossman, 1992). Um segundo grupo ocupou-se de comparar também o valor reforçador de alguns outros estímulos juntamente com os musicais (Ferrari & Harris, 1981;Thompson, Heistad, & Palermo, 1963;Vollmer & Iwata, 1991;Kennedy & Souza, 1995).…”

Section: Função Reforçadoraunclassified

Formação de classes funcionais de estímulos musicais

Machado

Borloti

2009

Paidéia (Ribeirão Preto)

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Resumo: O objetivo deste experimento foi verificar o efeito do treino discriminativo sobre a formação de classes funcionais de melodias em andamentos e modos diferentes. Nove estudantes universitários do 2° período da graduação em Psicologia foram divididos em três grupos: Modo, Andamento ou Misto. O software SomPsi, produzido especialmente para este estudo, treinou os participantes e gerou relatórios com informações sobre os desempenhos, nas quatro fases do procedimento. O treino proposto mostrou-se eficiente para a formação das classes funcionais de estímulos sonoros musicais. Observou-se que agrupamentos de estímulos pela propriedade andamento foram mais facilmente discriminados que os agrupados pela melodia. A manipulação combinada das duas propriedades, em condição convergente, permitiu desempenho superior dos participantes. A rápida formação de classes funcionais e equivalentes de estímulos musicais, a partir de procedimentos de ensino automatizado de relações condicionais entre estímulos musicais, indica a possibilidade de uso desse procedimento na iniciação à música.Palavras-chave: música (psicologia), psicologia experimental, análise do comportamento. Formation of functional classes of musical stimuliAbstract: This experiment aimed to verify the effect of discriminative training on the formation of functional classes of melodies, with different modes and tempos. Nine students attending the 2nd period of undergraduate psychology program were divided in three groups: Mode, Tempo and Mixed. The software SomPsi, specifically designed for this study, trained the participants and generated reports with information about performances in the four stages of the procedure. The proposed training was efficient for the formation of functional classes of sound stimuli. We observed that stimuli grouped by tempo were more easily discriminated than those grouped by melody. Combined manipulation of the two proprieties, in convergent condition, permitted participants' superior performance. The rapid formation of functional classes and equivalent musical stimuli, as from automated teaching of conditional musical stimuli relations, indicates the possibility of using this procedure in introduction to music.Keywords: music (psychology), experimental psychology, behavioral assessment. Formación de clases funcionales de estímulos musicalesResumen: El objetivo de este experimento fue verificar el efecto del entrenamiento discriminatorio sobre la formación de clases funcionales de melodías en diversos modos y andamientos. Nueve estudiantes del segundo año de graduación en psicología, divididos en tres grupos: Modo, Andamiento y Mixta. El software SomPsi, producido específicamente para este estudio entrenó a los participantes y generó relatos con informaciones sobre las actuaciones en las cuatro fases del procedimiento. El entrenamiento propuesto se mostró eficiente para la formación de las clases funcionales de estímulos sonoros musicales. Se observó que la agrupación de estímulos por la propiedad tiempo fue más fácilmente discri...

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The Use of Contingent‐interrupted Music in the Treatment of Disruptive Bus‐riding Behavior

Cited by 13 publications

References 10 publications

Progressing From Programmatic to Discovery Research: A Case Example With the Overjustification Effect

Progressing From Programmatic to Discovery Research: A Case Example With the Overjustification Effect

Evidence-based Kernels: Fundamental Units of Behavioral Influence

Formação de classes funcionais de estímulos musicais

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