A choice paradigm was used to evaluate allocation of interlocking behavior of two groups of two participants between responses having operant consequences only and responses having cultural consequences. In a discrete trial BABABAB design, each participant could select one of three options, which delivered either 3 or 5 points. In B (cultural consequence) conditions, two of the options had additional effects: the 3-point option also added 3 points to the other participant's earnings, and one of the 5-point options also subtracted 5 points from the other participant's earnings. The third option was unchanged in both conditions and delivered 5 points to the participant who selected it. Results indicated that participants in both groups initially frequently produced response combinations that earned 8 points for one or the other individual (and 0 or 3 points for the other), but allocation of responding increasingly changed to combinations that produced 6 points for each individual. This shift in performances away from maximum individual reinforcement towards maximum group reinforcement indicates cultural contingencies did not act in concert with operant contingencies, suggesting they are different mechanisms of selection.

A thesis submitted to the School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, 2016. / This thesis investigates a relatively under-researched area of behaviour support, namely the value and effectiveness of the Positive Behaviour Support (PBS) model (Sugai & Horner, 2002, 2009; Sugai & Simonsen, 2012) within the context of South African classrooms. Within this study, Bronfenbrenner’s bioecological framework (Bronfenbrenner 1977, 1979, 1986, 1992; Bronfenbrenner & Ceci 1994; Bronfenbrenner & Morris 1998; Bronfenbrenner & Morris, 2006) is used as a conceptual tool to understand behavioural and behaviour support challenges, specifically within selected Limpopo Foundation Phase (FP) classrooms. Given that behavioural challenges contribute to learner exclusion in schools, the thesis also draws on inclusion imperatives (DoE 2001, 2005, 2014) that support learners’ full and successful participation within schools. Following its shift from a focus on deficit and control towards a developmental approach of behaviour management, PBS was selected for its particular value within South Africa’s history of corporal punishment, as well as the country’s contextual factors of poverty and teacher (pre and in-service) under-preparedness in the area of behaviour support. The research participants for this study comprised a purposive sample of Wits School of Education FP Limpopo in-service teachers, who each participated in the inclusion module taught in year four of their undergraduate degree. The study employed a mixed-methods research design and an analysis of various data sources, namely survey questionnaires, focus group interviews, module evaluations, open-ended questionnaires, as well as classroom observations in Limpopo schools and interviews with teachers of the classes that were observed. Overall, the research findings have provided evidence to support the effectiveness of the PBS model for Limpopo FP classrooms, and in doing so, have provided useful new information for the application of the model more broadly within the South African context. The PBS model was found to be valuable and effective in helping the Limpopo teachers better understand and better manage behavioural challenges in their classrooms. Findings show that respondents believe that their ability to manage behavioural challenges were inadequate before they were exposed to the PBS model. The respondents indicated that their initial limited linear view of learners and learner behaviour support had changed. As a result of an increased awareness of various ecosystemic factors related to behaviour and behaviour support, findings revealed that respondents developed a broader, more holistic understanding of learner behaviour and behaviour support management in the context of the classroom. The PBS 4 strategies that were employed in Limpopo classrooms were however not without their challenges. The findings reveal opportunities for further research into PBS within South Africa at a schoolwide level. Furthermore, longitudinal studies that incorporate PBS as part of teacher in-service and pre-service education will provide valuable data on the growing field of PBS within South Africa. KEY WORDS Inclusion, Bio-ecological, Teacher Education, Positive Behaviour Support (PBS), Limpopo Foundation Phase Teacher / LG2018

This study evaluated whether therapist terminations of social interactions would decrease social terminations and increase social initiations during play activities with a child with autism. The assessment took place in two conditions. The first condition, instructed involved social interactions with instructions delivered, and the second, uninstructed, involved social interactions without instructions delivered. These conditions were analyzed with a multiple baseline across-conditions design. Interaction duration, initiations, instructions, and child terminations were recorded. This study showed that the therapist-removal procedure resulted in a complete decrease in child terminations, and an increase in the number of initiations and the duration of the child-therapist interactions during the uninstructed condition. Similar effects were seen in the instructed condition, but to a lesser degree.

No description available.

Many successful interventions are not maintained after researchers leave an organisation at the conclusion of a study. This research was conducted to assess the magnitude of this problem and determine which variables affect intervention maintenance. Maintenance was examined in a review and analysis of 125 applicable studies published in the Journal of Organizational Behavior Management from 1977 - 1999. Where necessary, authors of studies were contacted to determine the maintenance status of their intervention. The analysis found the extent of this problem in published studies is substantial. Intervention maintenance was necessary to maintain the intervention�s effects in two thirds of studies with successful interventions. Of all studies where maintenance was necessary, approximately 40% failed to maintain the intervention. The maintenance procedures derived from the literature, researchers in the field, and journal analysis included planning for a wide range of positive outcomes, designing the intervention to be long-term, and communicating the benefits of the intervention to the organisation. For this thesis, three studies were conducted to examine the effectiveness of these maintenance procedures. The first two studies partially replicated studies where the interventions had been successful but not maintained, with the inclusion of maintenance procedures. Intervention maintenance occurred in a university cafeteria in Study 1, and in one of three supermarkets in Study 2. Study 3 improved on the design and procedure of Study 2, including a manipulation of the maintenance procedures. During intervention in the control supermarket, signs designed to increase customer donations to the supermarket foodbank bin were placed on shelves near discounted items. In the experimental supermarket, both maintenance procedures and signs were used. During 6 weeks of follow-up, the signs were maintained in both supermarkets. The researcher then ceased regular observations, returning only for 1 month, 2 month, and 1 year follow-ups. After researcher presence was withdrawn, maintenance of the signs continued only in the experimental supermarket. This study demonstrates that the maintenance procedures were effective, and necessary, for long-term maintenance to occur after the researcher left the organisation. It was concluded that the maintenance procedures were effective for encouraging intervention maintenance, and recommended that researchers incorporate the procedures into their studies when maintenance is desirable.

This dissertation investigated 1) the energy expenditure of stepping in place during TV commercials (commercial stepping), 2) determined the best objective tool to measure commercial stepping, 3) and assessed the efficacy of commercial stepping to increase the activity levels of sedentary, overweight adults. First, twenty-three adults (normal to obese) had their energy expenditure measured while at rest, sitting, standing, stepping in place and walking at 3.0 mph on the treadmill, followed by one hour each of sedentary TV viewing and commercial stepping in the laboratory. Stepping in place, walking at 3.0 mph, and commercial stepping, had a higher caloric requirement than either rest, or sedentary TV viewing. One hour of commercial stepping resulted in an average of 2111 actual steps. The waist mounted Digiwalker and New Lifestyles pedometers counted 72% and 80% of steps, while the ankle mounted Omron and Stepwatch counted 100% and 98% of actual steps respectively. Having established commercial stepping as a moderate intensity-measurable activity, eleven adults, participated in a 3-week pilot study to investigate the effects of commercial stepping at home (one week baseline, followed by two weeks commercial stepping across ≥90 min/day of TV watching). Compared to baseline, adults took more steps when watching TV, and watched 34% less TV during the 2nd two weeks. In the free-living environment, the StepWatch counted significantly more steps than the Omron pedometers (ankle and waist). Thirdly, this study compares two physical activity prescriptions: 1) commercial stepping across ≥90 min/day of TV watching; and 2) walking ≥30 min/day in 58 sedentary overweight adults. Outcomes were daily steps, adherence, dietary intake, TV watching and weight after 12 wks in a behavioral intervention. Both groups adhered equally to their prescriptions, and daily steps significantly (P<0.05) increased (~3000 steps/day) from 0 to 12-wks, with no difference between groups. TV viewing was significantly (P<0.05) reduced in both groups. Despite a reduction (P<0.05) in self-reported dietary intake, there were no changes in weight in either group. Instructing people to step in place during 90 minutes of TV watching results in a change in daily steps roughly equivalent to encouraging people to walk 30 min/day.

Thesis (Ph. D.)--University of California, San Diego and San Diego Sate University, 2002. / Vita. Includes bibliographical references (leaves 110-121).

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 163-175). Also available for download via the World Wide Web; free to University of Oregon users.

Young children with autism often engage in challenging behaviors. Such behaviors can lead to social isolation and decreased time spent in instruction. Previous research has demonstrated that antecedent based interventions can reduce challenging behavior in young children with autism. These interventions often alter reinforcement contingencies in order to decrease challenging behavior. However, research has shown that it is also possible to target an individual's motivation to engage in challenging behavior. The purpose of this study was to evaluate the effects of a manipulation of the motivating operation on challenging behavior as well as academic engagement for young children with autism. A motivating operation (MO) alters the value of reinforcement as well as the frequency of behavior previously correlated with accessing reinforcement. When the value of reinforcement is decreased and the frequency of behavior correlated with that reinforcement is decreased, the abolishing operation is in effect. One method for reducing the value of reinforcement is to provide the individual with unrestricted access to reinforcement until the individual reaches a level of satiation. Through the use of the abolishing operation it is possible to alter the frequency of challenging behavior without altering reinforcement contingencies. In this study five young children with autism who engaged in challenging behavior were exposed to two conditions. One condition involved a manipulation of the abolishing operation in which participants were given unrestricted access to the consequence maintaining their challenging behavior prior to classroom sessions. In the second condition the participants entered into the classroom session without presession access to reinforcement. The influence of the abolishing operation was assessed with respect to levels of challenging behavior and levels of academic engagement in the classroom. Results demonstrated that presession access to the maintaining consequence of challenging behavior reduced challenging behavior and simultaneously increased academic engagement for all participants. / text

published_or_final_version / Gerontology / Master / Master of Social Sciences