Various methods were tried in an attempt to obtain a technique for quantifying the gnawing effects of apomorphine on rats. A technique using a restraining tube was developed. Under a 2 milligram per kilogram intraperitoneal injection of apomorphine, four female Long Evans hooded rats were placed on continuous and fixed reinforcement schedules using a gnawable pine block. Subjects would learn to turn their heads away from the gnawable object in order to obtain 15 seconds of gnawing time. The rate of response increased from less than one response in 5 minutes to over 3 responses per minute in 10 one-half hour conditioning sessions. Rates of response stabilized during the last 5 experimental sessions and fixed ratio schedules of up to 5:1 were obtained in five additional 1 '1/ 2 hour sessions.

A series of experiments were conducted with pigeons to investigate the variables responsible for differential postreinforcement pause (PRP) durations found on ratio schedules. In Experiment I, behavior on fixed-ratio (FR) and variable-ratio (VR) schedules were compared to behavior evoked by two interpolated schedules. The addition of a single FR 1 component to the FR 50 baseline schedule reduced the overall PRP to a duration comparable to that found on the VR 50 schedule. The addition of both an FR 1 and an FR 215 component to an FR 50 baseline reduced PRP and IRT durations below those on a VR 50 schedule. Experiments II and III were designed to isolate the conditions under which the smallest ratio component exerts predominant control over PRP duration. The results of Experiment II demonstrated that a local increase in reinforcement density was a necessary, but not sufficient condition for reducing median PRP duration. That is, exposure to a response-independnt increase in reinforcement density attenuated, but did not eliminate the reduction in median PRP duration associated with the interpolated FR 1 component. The results of Experiment III demonstrated that neither random session location of the FR 1 component nor unsignaled presentation of the FR 1 component were necessary conditions for reducing the duration of the PRP. That is, a brief, response-dependent increase in reinforcement density was a sufficient condition for reducing PRP duration given a subject free from historical exposure to response-independent reinforcement. It was concluded that the difference in PRP duration produced by two, comparably-sized, fixed- and variable-ratio schedules is a function of the size of the smallest ratio component present in the reinforcement schedule. More generally, the highest local density of reinforcement controls the overall duration of the PRP on a response-dependent, ratio schedule.

Some children with autism spectrum disorder (ASD) struggle to perform a series of academic tasks, like academic worksheets, independently. Photographic activity schedules are one technique that has been demonstrated to promote independent behavior in individuals with ASD. This study used a multiple baseline design across participants to examine how activity schedules impacted the accurate and independent completion of a series of academic tasks (i.e., worksheets) for young children with ASD. Participants included three young children with ASD 6 and 7 years old who performed a series of academic tasks in the presence of an adult, but struggled to display those concepts accurately in the absence of an adult. Procedures involved training participants to use activity schedules through graduated guidance until participants used activity schedules to accurately complete three academic tasks without additional assistance. Completing these worksheets using schedules not only improved student accuracy but also provided more opportunities for students to learn in an environment with their typically developing peers.

No description available.

The purpose of this research was to examine whether a transition schedule of contextual interference facilitated learning in retention and transfer equal to or better than random and blocked schedules among children. The author selected participants from the central coast of California and from youth activity leagues. The author selected children between the ages of 10 to 13 with a mean age of 11.5. There were a total of 36 subjects, half male and half female. Unfortunately, due to computer error, only data from 15 subjects were saved and available for analysis. Researchers randomly assigned participants to one of three groups: the random group, the blocked group, or the transition group. Each group performed 60 trials during the acquisition phase and practiced a total of 3 different arm patterns. All three groups practiced each pattern a total of 20 times during acquisition. The random group practiced each pattern in random fashion such that no one pattern was repeated more than twice in a row. The blocked group performed 20 trials of the green pattern, followed by 20 trials of the blue pattern, and lastly 20 trials of the red pattern. The transition group performed the first 24 trials in a blocked fashion, that is 8 trials of the green pattern were practiced, followed by 8 trials of the blue pattern, and then 8 trials of the red pattern. The group then practiced smaller blocks and performed 5 trials of each color. Another 9 trials were performed in a blocked fashion with 3 trials of each pattern. The final 12 trials were presented randomly to this group. Following acquisition, participants took an immediate retention test that was counter balanced following a 10 minute rest. The retention test consisted of 9 random trials of the three various patterns. Researchers gave a transfer test following the retention test, which consisted of six trials of a novel (white) pattern. Researchers tested all three groups one week later with a delayed retention and transfer test similar to the tests described above. One-way ANOVA analysis of the data revealed a significant movement time difference (F=4.28; P=.039) during the delayed retention test. The follow up Tukey test demonstrated that the transition group had a significantly faster movement time than the blocked group but that random group was not significantly different from either the blocked or transition group. The other retention and transfer tests revealed no significance, however the trend in the data suggest that with a bigger sample size, the transition group would demonstrate learning equal to or better than both random and blocked groups. Further research is needed in the area of transition practice schedules.

The current study explored how the variability or lack thereof in interlocking behavioral contingencies (IBC) may be brought under contextual control. Four undergraduates (two dyads) students participated in the current study. Dyads were instructed to play a game on a computer screen with the goal to earn as many "Congratulations" as possible. An ABABAB reversal design was used. A Lag 1 schedule of cultural consequence delivery for IBC topography was set in the variability (VAR) condition. During the repeated (REP) condition only one IBC topography was reinforced. For one of the two dyads, the variability of IBC topography was brought under contextual control. It is important to explore the behavioral processes at the cultural level to understand prediction and control of cultural phenomena.

Visual Activity Schedules (VAS) are tools that present an abstract concept, such as time, in a more concrete and manageable form. VAS allow students to anticipate upcoming events and activities, develop an understanding of time, and facilitate the ability to predict change. Prior investigations have used VAS to increase on-task behavior while enhancing the student's ability to independently make transitions from one activity to another and are particularly appropriate as they capitalize on the visual strengths exhibited by many students with autism. Mobile devices such as the iPad are becoming a tool for teaching students with disabilities, and research is currently underway to determine the effectiveness of specific applications on student performance. This research examined the impact of VAS delivered via the iPad, compared to a paper-based VAS, on the percentage of on-task behavior and median transition time for students with autism spectrum disorder (ASD) during academic center activities in an inclusive classroom setting. An alternating-treatment, single-subject research design was used to determine whether a divergence exists between the paper-based VAS and the iPad VAS. This study included three student participants who (a) had a diagnosis of ASD as stated on the Individualized Education Plan (IEP), (b) were in grade level K-1, (c) received instruction through Language Arts activity centers taught within one classroom, and (d) had difficulty with independent on-task behavior as reported by the participant's teacher. Visual analysis of the data for on-task behavior revealed mixed results. Student 1 had a divergence between on-task behavior, with the paper-based VAS being a superior treatment condition to the iPad VAS 80% of the time. Student 2 also had a divergence between percentage of on-task behavior, with the iPad VAS being a superior treatment condition to the paper-based VAS 80% of the time. Student 3 had no clear divergence in percentage of on-task behavior between the iPad VAS and the paper-based VAS. All three participants had highly variable baseline and intervention data for transition time with a level stability range of 20% to 60%. Student 1 and Student 3 had no clear difference in transition time when comparing the paper-based VAS to the iPad VAS. Student 2 had a divergence in transition time data between the iPad VAS and the paper-based VAS, with the paper-based VAS being a superior treatment condition 90% of the time.

TITLE: EFFECTS OF COMBINING A WEARABLE VISUAL SCHEDULE AND A CLASS-WIDE TOKEN ECONOMY ON SELF-INITIATED TRANSITIONSMAJOR PROFESSOR: Dr. Natalie F. Williams AwodehaProblem behaviors in young children are associated with long-term academic and social struggles. Moreover, the prevalence is expected to increase with the implications of the coronavirus pandemic of 2019 (COVID-19). As a result, implementing positive behavior techniques early on will reduce the likelihood of problem behavior. A [BL] [ X] [Y] [BL] [XY] component analysis was used to study the individual components: Visual activity schedules (VAS), ClassDojo®, and the results of combining interventions on self-initiated transitions in a bilingual preschool classroom. Participants were 4 to 5 years old, in a general education who displayed difficulty transitioning. First, the study observed participants transitioning without added assistance. After, participants were to wear an Octopus watch® and then participate in a class token economy with recorded self-initiated transitions. A return to baseline followed, and lastly, a combined VAS and ClassDojo® intervention was implemented to see its impact on transitions. The results found a socially significant improvement from baseline compared to combined components across all participants in the study. Results supported combining VAS with a token economy using effective reinforcers to improve self-initiated transitions among preschoolers in the public-school setting. However, future replications with limitations addressed in this study will be needed to back claims.

<p>This study examined the effects of self-controlled and performance-based feedback schedules on the acquisition and retention of a novel motor task. In Experiment 1 participants performed an interception task on a computer using a mouse-controlled cursor. The goal of the task was to intercept the image of a red circle as it passed through a designated area. Each trial received a score based on the speed and accuracy of the interception movement. Participants were randomly assigned to three feedback groups: Best-trial feedback, Worst-trial feedback, and Self-controlled feedback. No differences were found between groups in acquisition, however analysis of no-feedback retention and transfer tests indicated that the Worst-trial group showed the most significant improvements in performance. Experiment 2 examined the potential mechanisms contributing to the advantages of a worst-trial feedback schedule. Participants in the second experiment performed the same interception task utilized in Experiment 1 under two novel feedback conditions: Estimation feedback and Immediate feedback. These new groups were compared to the Worst-trial group from Experiment 1. Analysis of no-feedback retention and transfer tests again indicated that the Worst-trial group showed the most significant improvements in performance. These results suggest that self-controlled schedules may not be ideal when feedback is based on performance; instead, specific error information for the least successful trials appear to be most beneficial, especially when individuals have knowledge of results regarding previous attempts at the task.</p> / Thesis / Master of Science (MSc)

The workforce of today is a far cry from the workforce of yesteryear. Not only have there been changes in who works, but how one works as well. The traditional nine-to-five work day has been replaced by a plethora of flexible work options, including flextime, telecommuting, and part-time employment. Until recently, most part-time workers were those who worked in low-level, low-paying jobs. However, with the influx of women in the workplace, as well as the desire for more leisure time and the need for retraining and updating of skills, more people than ever before desire professional part-time jobs. Although considerable research exists comparing full-time to part-time workers, little research is available which examines the experiences of the professional part-time employee. The central question of this study concerned which factors exist within an organization, as well as within the part-time professional and supervisor, to influence levels of job satisfaction and commitment. A questionnaire was mailed to 805 members of the Association of Part-Time Professionals which gathered demographic characterics about the employee and supervisor, and the provision of benefits for employees. Additional questions concerned attitudes of co-workers, anticipated effects on career advancement, access to staff training, and provision of space, equipment, and clerical support. The final sample included 319 part-time professionals across the career spectrum. A variety of statistical techniques was used to examine the relationships among organizational and supervisor characteristics and the individual characteristics of the participants. Factor analyses were employed to identify the different participant attitudes. The bivariate relationships between attitudes and respondent and organizational characteristics were used to develop multivariate models. Participants generally had high levels of job satisfaction and relatively neutral levels of commitment. Part-time professionals felt positive about their access to equipment, clerical assistance, and office space, but less so about their economic compensation. They were generally satisfied with the work they were asked to do and their treatment by supervisors and co-workers. Access to benefits was variable. Implications for the Adult Educator/Human Resource Specialist are discussed with recommendations made as to how both can promote and advance the needs of the part-time professional. Areas for future research are also presented. / Ph. D.