This quasi-experimental field study examined the efficacy of an intervention to decrease alcohol abuse by college students. The harm reduction approach states that the ultimate goal when dealing with an unsafe behavior should be abstinence, but any change in behavior in the direction of less harm is supported. This approach was used as the basis of the current research, in combination with differential reinforcement in order to reduce alcohol consumption and its behavioral outcome, blood alcohol concentration (BAC). A total of 409 male and female college students participated while in the applied setting of four fraternity parties. The study took place at two separate fraternity houses, a control fraternity and an experimental fraternity. During the intervention phase, participants with a BAC below .05 were entered into a raffle to win a cash prize. Upon entry to the intervention party, participants were given flyers announcing the raffle and contingency, and gender-specific nomograms to aid in BAC self-monitoring. Dependent measures were blood alcohol concentration measured by hand-held breathalyzers, percentage of participants below criterion BAC levels (i.e., .05 and .08), accuracy of BAC self-estimation, number of negative outcomes due to excessive alcohol consumption, number of positive outcomes due to abstinence or moderate alcohol consumption, and amount of reported fun experienced at the party. Results showed the intervention did not significantly reduce the intoxication of participants or increase the percentage of participants below criterion BAC levels. These results are best explained by a floor effect, as the experimental fraternity had a relatively low baseline BAC. The use of nomograms at the intervention party increased the accuracy of students' BAC self-estimations. Implications for nomogram use and improvements for future implementation of the incentive/reward intervention are discussed. / Master of Science

This study investigated the effects of differential reinforcement of alternative behavior (DRA), a behavior reduction procedure, on problem behavior exhibited by three elementary school students in a general education classroom. DRA involves reinforcement of an alternative behavior while withholding reinforcement for the inappropriate behavior. The three participants were classified as experiencing mild/moderate disabilities but received most services (and participated in this research) in a general education classroom. Problem behaviors included off-task, talk-outs, and inappropriate touching. Alternative behaviors included on-task and hand-raising to get teacher attention. Results indicated that DRA decreased off-task and talk-out behavior for two participants, although effects were variable. Results for a third participant indicated minimal effects on reduction of both off-task and inappropriate touching behaviors. For two participants, differential reinforcement of lower rates of behavior (DRL) was implemented following DRA in attempt to establish stimulus control over problem behavior. However, results of the DRL intervention were mixed. Results are discussed in terms of differences between investigating the effects DRA in classroom versus clinic settings and establishing and maintaining contingencies for reinforcement.

Problem behaviors are one of the most common issues competing with school readiness skills for young children. There are numerous curricula created to address social-emotional needs of young children..However, many studies evaluating the effectiveness of social -emotional curricula have relied on indirect measures to report changes in behavior, did not objectively define problem behaviors they sought to change, or did not include children with disabilities. The purpose of the current study was to evaluate the effects of Promoting Alternative Thinking Strategies (PATHS) curriculum to decrease aggression, noncompliance, and tantrums of four preschool students with disabilities by teaching an alternative self-regulation technique. Results showed a reduction in aggression and tantrums in three students. One student demonstrated appropriate alternative behaviors when prompted but this behavior was not maintained throughout the intervention. Considerations are addressed related to the implications of the results of social skills training in preschool children with disabilities.

The use of a concurrently running differential reinforcement of alternative behavior intervention was used to manipulate manding behavior in a small sample of young adults with autism. Three young adults with autism aged 17-21, two males and one female, who had severely limited verbal language and communication devices participated in this study. Differential reinforcement was used to alter the mand topography chosen by each participant during manding sessions. Results indicate that by altering the quantity of highly preferred items individuals with autism can demonstrate flexibility in the topography of their language and respond with the mode of communication that is programmed for more reinforcement without the use of punishment or extinction. This research expands on the functional communication training (FCT) literature and the use of differential reinforcement in the use of mand training and also replicates previous research suggesting that punishment and extinction may not be necessary to reduce less preferred behavior.

We manipulated delay and magnitude of reinforcers in two concurrent schedules of reinforcement to decrease a prevalent behavior while increasing another behavior already in the participant's repertoire. The first experiment manipulated delay, implementing a five second delay between the behavior and delivery of reinforcement for a behavior targeted for decrease while no delay was implemented after the behavior targeted for increase. The second experiment manipulated magnitude, providing one piece of food for the behavior targeted for decrease while two pieces of food were provided for the behavior targeted for increase. The experiments used an ABAB reversal design. Results suggest that behavior can be decreased without the use of extinction when contingencies favor the desirable behavior.

Post-reinforcement pauses (PRP) and interresponse times (IRTs) were examined to determine if these two temporal units changed in a similar fashion as a function of the delivery of differential reinforcement. Two experiments were conducted. In Experiment 1, four pigeons were exposed to a series of procedures in which PRP and IRT durations were gradually increased and then decreased. A fixed-ratio two (FR 2) differentiation schedule was used. Reinforcement was delivered if the PRP or IRT durations were greater than (PRP > and IRT > procedures) or less than (PRP < and IRT < procedures) specified temporal criteria. Criteria were gradually changed across procedures. Results showed that PRPs and IRTs changed in accordance with the differential reinforcement as specified by the various contingencies. When PRPs and IRTs were free to vary, the PRPs tended to change in a direction consistent with the IRT shaping contingencys whereas, the IRTs tended to shorten regardless of the PRP shaping contingency. In Experiment 2, two subjects were exposed to both an FR 2 and FR 1 schedule to determine if schedule size influenced the effects obtained on the differentiation procedures. PRPs were systematically changed using a differentiation procedure with a response requirement of either FR 1 or FR 2. Results showed similar changes in PRP durations between FR 1 and FR 2 differentiation procedures. An analysis of errors made on each shaping condition in both experiments was conducted to determine whether PRPs or IRTs were more susceptible to the differential reinforcement contingencies. Fewer errors were made on the PRP shaping conditions, indicating that PRPs were more easily changed. Implications for a comprehensive theory of reinforcement were discussed.

Extensive research has been conducted demonstrating the utility of differential reinforcement as an effective intervention for self-injurious behavior. However, the majority of this literature requires teaching an alternative response to access reinforcement. Further evaluation of treating self-injurious behavior in individuals that already possess the repertories to contact reinforcement appropriately. Prior to initiating the study, functional assessments were completed for both participant that demonstrated high-rate bursts of mands served as a reliable precursor to self-injurious behavior. In the present study, we evaluated a waiting period and differential reinforcement of low rate behavior on reducing mands while keeping self-injurious behavior at or near zero levels. Results indicated that shorter waiting periods and DRL values were effective at reducing mands and maintaining near zero levels of self-injurious behavior.

The effects of non-differential reinforcement and differential reinforcement on problem behaviors and accuracy of responding of autistic children was examined. In experiment 1, one child with autism participated, and in experiment 2, two children with autism participated. In the non-differential reinforcement condition both prompted and unprompted responses were reinforced. In the differential reinforcement condition only unprompted responses were reinforced. Overall, problem behaviors were more frequent in the non-differential reinforcement condition. In experiment 1, accuracy was higher in the differential reinforcement condition, while experiment 2 showed inconclusive results with regards to accuracy. It is concluded that non-differential reinforcement can decrease problem behaviors in teaching situations, but may not be sufficient to ensure acquisition of target tasks.

The purpose of this study was to evaluate the effects of a classroom teacher implementing trail-based functional analyses (FAs), experimentally evaluate the effects of a classroom teacher implementing differential reinforcement of alternative (DRA) procedures with participants diagnosed with autism spectrum disorder in the context of a natural setting, and assess the feasibility of the DRA for the classroom teacher. A multiple baseline with an embedded ABAB design was used for one participant and an ABAB design was used for the second participant to measure the percentage of the participants’ engagement in the alternative behavior and the target behavior. Results showed that the classroom teacher could implement the trail-based FAs with fidelity, DRA procedures were effective for both participants, and the teacher was neutral in regard to the feasibility of the procedures.

Two experiments were conducted in an attempt to provide a direct, response-independent test of the delay-reduction hypothesis of conditioned reinforcement. In both experiments, pigeons made observing responses, by pressing a treadle, for stimuli associated with the schedule component in effect . The consequences of an observing response were varied; an observing response produced: a) either the stimulus associated with the shorter component or the stimulus associated with the longer component depending on the schedule component in effect; b) the stimulus associated with the short component only; c) the stimulus associated with the long component only; or, d) neigher stimulus (no consequence). In Experiment I, naive pigeons were initially exposed to a mixed schedule with two differential reinforcement of other (ORO) behavior components; 10 seconds and 30 seconds (Phase One). In the second phase the same birds were exposed to an identical schedule, but the components were fixed time (FT) components (Phase Two). Reinforcement in both phases was six seconds access to food. In Experiment II, naive pigeons were exposed to both phases of Experiment I., but reinforcement density was altered. Each 10 second component was followed by 3 seconds of food and each 30 second component was followed by 9 seconds of food. In both experiments, differential observing behavior was maintained during the FT (Phase Two) procedure but not during the ORO (Phase One) procedure. In addition, equalizing reinforcement density (Experiment II) had the effect of altering the pattern of observing behavior but did not reverse or eliminate the preference shown for the stimulus associated with the shorter delay to reinforcement over the stimulus associated with the longer delay to reinforcement. It is suggested that some characteristic of the DRO procedure may have been responsible for the lack of differential observing. While the delay-reduction hypothesis of conditioned reinforcement was supported by the results of theFT procedure of both experiments, some amendments are required to account for the lack of differential observing during theDRO procedure. Reinforcement density appeared to have little effect upon observing behavior, but further research is advised concerning its effect upon observing response patterns.