One language intervention approach for individuals with autism involves teaching one response topography under multiple sources of control and then establishing that response under individual controlling variable. Another approach involves establishing one response topography under singular control and then using that response to establish the response topography under different controlling variables. The study sought to extend previous research by investigating the impact of each approach on the acquisition of verbal responses. Three of the eight participants acquired all target responses for at least one response topography. The results of previous research were not replicated directly and the findings were discussed in terms of preexperimental verbal repertoires and restricted interests.

京都大学 / 新制・課程博士 / 博士(工学) / 甲第24813号 / 工博第5156号 / 新制||工||1985(附属図書館) / 京都大学大学院工学研究科高分子化学専攻 / (主査)教授 山子 茂, 教授 辻井 敬亘, 教授 大内 誠 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DGAM

This investigation evaluated a computerized behavioral skills training package for teaching responses to interview skills by adolescents and young adults with learning disabilities. The package consisted of instructional videos, video-modeling, rehearsal, feedback, and selection-based instruction. Experiment 1 replicated and extended recent research which has suggested that a selection-based protocol operating on a lag schedule of reinforcement is an effective and efficient method for teaching responses to interview questions (O’Neill, Blowers, Henson, & Rehfeldt, 2015; O’Neill & Rehfeldt, 2014). The purpose was to address some of the limitations of these studies while testing the limits of the selection-based protocol in promoting topography-based responses to interview questions by adolescents and young adults with learning disabilities. Experiment 2 evaluated the efficacy of the computerized behavioral skills training protocol while simultaneously comparing the basic package to an identical package plus the selection-based protocol from Experiment 1. This experiment attempted to isolate the additive effect of selection-based instruction from that of computerized behavioral skills training for teaching topography-based responses to interview questions by adolescents and young adults with learning disabilities.

Compared to other examples of human behavior, humor responses have received relatively little attention from the scientific community and by the behavior analytic community in particular. This study investigated what some of the controlling variables for humans to emit a humor response may be. Participants were randomly presented two types of word sequences/jokes: one with a matching punchline and one without a matching punchline. Participants rated whether the jokes were funny or not funny, and reaction time was measured for all stimuli presented. Generally, the results showed that reaction times to punchlines rated as not funny were shorter than punchlines that were rated funny. These differences in reaction time were interpreted with priming, intraverbal control, and multiple control as an experimental foundation. Limitations include the absence of physiological measures due to COVID-19 restrictions and the forced choice of two rating responses. The implications of this research reveal opportunities for future research of humor responses.

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