The Use of Correspondence Training in Improving the In‐class Behaviour of Very Troublesome Secondary School Children

Anderson, Vikki; Merrett, Frank

doi:10.1080/0144341970170306

Cited by 11 publications

(9 citation statements)

References 28 publications

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“…( 1993 ), Green and Bavelier ( 2003 ), Koepp et al. ( 1998 ), Silva ( 1999 ) (TS, and TS mixed with randomized conditions) Correspondence training, “Say-Do” Symbolic or live models typically represented with a language frame; others elicit what individual says will do and reinforcement follows Increased rates of targeted behaviors such as academic engagement, disturbing behavior or self-care behaviors Anderson and Merrett ( 1997 ), Luciano et al. ( 2001 ), Luciano-Soriano 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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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

View full text Add to dashboard Cite

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“…One hindrance to student achievement is the failure to follow through on a given intention ( Anderson and Merrett, 1997 ), known as the intention-action gap. Temporal motivation theory leads us to believe that the intention-action gap can best be understood through preference reversal , an individual’s willingness to make plans, only to reverse their plans before goal accomplishment.…”

Section: Introductionmentioning

confidence: 99%

Examining Procrastination Across Multiple Goal Stages: A Longitudinal Study of Temporal Motivation Theory

et al. 2018

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Procrastination is among the most common of motivational failures, putting off despite expecting to be worse off. We examine this dynamic phenomenon in a detailed and realistic longitudinal design (Study 1) as well as in a large correlational data set (N = 7400; Study 2). The results are largely consistent with temporal motivation theory. People’s pacing style reflects a hyperbolic curve, with the steepness of the curve predicted by self-reported procrastination. Procrastination is related to intention-action gaps, but not intentions. Procrastinators are susceptible to proximity of temptation and to the temporal separation between their intention and the planned act; the more distal, the greater the gap. Critical self-regulatory skills in explaining procrastination are attention control, energy regulation and automaticity, accounting for 74% of the variance. Future research using this design is recommended, as it provides an almost ideal blend of realism and detailed longitudinal assessment.

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“…That is, if you say you will go to the gym then do, you get access to a reinforcer. Researchers have investigated and identified that with say‐do correspondence training, responding can be strengthened (Anderson & Merrett, 1997; Bevill‐Davis et al, 2004; Lima & Abreu‐Rodrigues, 2010).…”

Section: Methodsmentioning

confidence: 99%

Treatment of avoidant/restrictive food intake disorder for a teenager with typical development within the home setting

Taylor¹,

Haberlin

Haberlin³

2019

Journal of Adolescence

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Introduction Avoidant/restrictive food intake disorder (ARFID) can occur in children with typical development and persist past childhood. This significantly impacts most areas of children's lives, but may become more evident in teenage years, especially socially. There is an empirically supported treatment for ARFID with 40 years of research backing, this being behaviour‐analytic feeding interventions. However, application to individuals over age 12 is lacking, and needs to be investigated for effectiveness. This is important as the addition of ARFID (formerly called feeding disorders) to the DSM‐V has seen an increase in new treatments for ARFID by attempting to apply eating disorder treatments to this population including children. More research is needed to identify if already established behavioural intervention procedures are effective for ARFID in individuals with selectivity, without disabilities, older ages, and in settings outside of intensive specialised feeding hospital admissions in the United States. Method A 13‐year‐old female with ARFID and years of failed treatment attempts participated in her home in Australia. We conducted multiple stimulus without replacement preference assessments and used a changing criterion design with multiple baseline probes. Treatment consisted of demand fading, choice, differential attention, and contingent access. We did not use cognitive or family based treatment. Results Consumption increased to 100%. Variety reached 61 foods across all food groups. She met 100% of goals and ate at a restaurant. Caregivers reported high satisfaction and social acceptability. Gains were maintained at 9 months. Conclusion This brief, behaviour‐analytic in‐home treatment was effective in increasing food group variety consumption.

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The Use of Correspondence Training in Improving the In‐class Behaviour of Very Troublesome Secondary School Children

Cited by 11 publications

References 28 publications

Evidence-based Kernels: Fundamental Units of Behavioral Influence

Evidence-based Kernels: Fundamental Units of Behavioral Influence

Examining Procrastination Across Multiple Goal Stages: A Longitudinal Study of Temporal Motivation Theory

Treatment of avoidant/restrictive food intake disorder for a teenager with typical development within the home setting

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