The present study was conducted as a systematic replication of earlier work investigating the phenomenon of behavioral contrast. Behavioral contrast has been consistently reported in alternating two component multiple schedules using infra-human subjects. The present study was interested in answering the question, "Does behavioral contrast exist in humans?" Two experiments were performed which investigated the behavioral contrast and sequential contrast phenomena in children. In both experiments, lever press responses were analyzed using an ABA single-subject design. The children were instructed to press a lever to obtain as many tokens as possible. In Experiment I, six Ss were equally divided into two groups of three subjects each. Group I, the mult VI EXT group began the experiment by responding on an alternating two component multiple variable interval (VI) 20 seconds, extinction (EXT), mult VI EXT, schedule of reinforcement. Following stabilization of response rates on a mult VI EXT schedule, Phase I, the three Ss in this group progressed through Phase II, a mult VI 20 second schedule of reinforcement, and Phase III, a mult VI 20 second EXT schedule of reinforcement. Group II, the mult VI VI group began the experiment by responding on a mult VI 20 second VI 20 second schedule of reinforcement. Following stabilization of response rate on the mult VI VI schedule, Phase I, the three Ss in this group progressed through Phase II, the mult VI 20-sec EXT schedule of reinforcement, and Phase III, a mult VI 20 second VI 20 second schedule of reinforcement. Behavioral contrast, in an alternating two component multiple schedule, defined as an increase in response rate in one component accompanying a decrease in response rate in the alternate component was observed in Experiment I. Regardless of the sequence of exposure to the multiple schedule, all Ss showed similar response patterns under the same multiple schedules. For example, an increase in response rate in the unchanged VI component was observed in all Ss when the response rate in the alternating EXT (previously VI) component decreased (positive behavioral contrast). A decrease in response rate in the unchanged VI component was also observed in all Ss when an increase in response rate in the alternating VI (previously EXT) component occurred (negative behavioral contrast). The appropriate change in response rate in the second component of a multiple schedule appeared to be prerequisite for the occurrence of behavioral contrast whether it be a decrease in responding when the second component programmed EXT or a stable response rate when the second component programmed a VI 20 second reinforcement schedule. In Experiment II, three Ss were exposed to a mult VI 20 second EXT schedule of reinforcement the components of which were presented in a random sequence. Sequential contrast, defined as a greater response rate during S+ when an S+ is preceded by an S- component than when S+ is preceded by other S+ components was not consistently observed in the present experiment. One of three subjects exposed to the sequential contrast experiment showed a consistently higher rate of responding during S+ components that followed an S- component than when an S+ component followed another S+ component, but the other two Ss in the experiment failed to emit response patterns characteristic of sequential contrast.

The purpose of the current study was to evaluate the use of 360 degree virtual reality training videos to teach pre-service teachers to implement a Trial-Based Functional Analysis (TBFA). Additionally, the current study sought to assess if following training, participants could generalize the assessment skills learned to a novel problem behavior. Three undergraduate education majors in their junior year of coursework participated in the study, and were exposed to 360 degree virtual reality training videos for each of the TBFA conditions (attention, demand, and tangible) in various orders in a multiple-probe design. Results from the study indicated that the videos were effective in teaching participants to conduct a TBFA, and none of the participants required performance feedback to reach mastery criteria. Additionally, all participants were able to successfully generalize the skills learned to a novel problem behavior. When asked about their perceptions of the virtual reality training methods through a social validity questionnaire, participants gave high ratings indicating that these training methods overall were useful, effective, and acceptable. Limitations and directions for future research are discussed.

This study attempted to determine if a low-cost, minimally time consuming intervention could increase document completion – specifically end of shift reports. Using a concurrent multiple baseline design, automated phone calls reminded staff to complete their end of shift reports. Participants were the staff members at 16 group homes. All participants were trained Direct Support Professionals. The dependent variable was completion of end of shift reports as a percent of opportunities. There was a measurable response to the intervention. Overall, the percent of completion increased from 4% in baseline to 22% during intervention. The agency desired a much higher response level so a future research opportunity could address the limitations of this study by exploring the motivating operations impacting document completion and identifying individual staff rather than using aggregate data.

No description available.

No description available.

El óxido nítrico (NO) es una molécula gaseosa, muy reactiva, que ha ganado un creciente interés en los últimos años debido a su reconocido papel en señalización. Sin embargo, tanto su biosíntesis como su señalización o su modo de acción siguen siendo, en gran medida, desconocidas, lo que limita el avance del conocimiento de las bases moleculares de su función en plantas. En la presente tesis, hemos identificado las principales rutas enzimáticas de biosíntesis de NO en la planta modelo Arabidopsis thaliana mediante una aproximación genética. En un segundo paso, hemos utilizado los mutantes generados para establecer el papel del NO, y de cada una de sus rutas de biosíntesis, en diferentes procesos de desarrollo y de respuesta a estrés. Así, hemos descrito el papel negativo del NO en la sensibilidad al ácido abscísico en la regulación de la dormición y la germinación de las semillas, el establecimiento de plántula y el cierre estomático. Por otro lado, hemos definido el mecanismo molecular por el que el NO promueve la fotomorfogénesis. Brevemente, la producción de NO tras la transición de oscuridad a luz regula la expresión de genes clave de la fotomorfogénesis, como SLY1 y los factores de transcripción de tipo PIF, lo que promueve la des-etiolación que se concreta en una inhibición de la elongación del hipocotilo en condiciones de iluminación. Finalmente, para avanzar en el conocimiento sobre el modo de acción del NO, hemos caracterizado una de las modificaciones post-traduccionales mediadas por NO mediante el desarrollo de un método proteómico que nos permite enriquecer e identificar proteínas nitradas en residuos de tirosina. El trabajo desarrollado en esta tesis doctoral ha ayudado a avanzar en el conocimiento de los mecanismos moleculares por los que el NO regula algunos procesos fisiológicos en Arabidopsis thaliana y ha abierto numerosas puertas para el posterior análisis de muchos otros. / Lozano Juste, J. (2011). Biosíntesis, señalización y modo de acción del óxido nítrico en Arabidopsis thaliana [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/11276

A Terapia ABA é a forma de tratar indivíduos autistas que tem apresentado melhores resultados. O arranjo de ensino mais utilizado é a tentativa discreta, que tem sido ensinada a profissionais por meio do Behavioral Skills Training, um pacote de ensino presencial. O ensino computadorizado tem sido estudado como uma alternativa por ser mais econômico. O objetivo do presente estudo foi investigar o efeito de diferentes componentes de um tutorial computadorizado, ECoTed, sobre o desempenho dos participantes na realização de tentativas discretas de emparelhamento de identidade e imitação motora. Foram realizados três experimentos. No Experimento I, seis estudantes de Psicologia foram submetidos a um tutorial com quatro condições experimentais, ou tipos de ensino: ensino teórico, vídeo-modelação, observação de correção, identificação de erros. Após a Linha de Base, os participantes passaram por ensino teórico. Depois, foram divididos em três Grupos; cada Grupo passou pelas condições experimentais restantes em ordens diferentes. Se no teste realizado após cada condição o participante atingisse o critério de 100% de acertos, ia para o follow up; caso não cumprisse o critério após o tutorial, era ensinado presencialmente. Os dados foram coletados com o participante realizando tentativas discretas com um ator. Foi realizado um delineamento de linha de base múltipla em cada Grupo. A imitação motora não era ensinada; no entanto, antes de cada teste os participantes estudavam folhas-resumo que listavam os passos de realização dos dois tipos de tentativas discretas. Cinco participantes obtiveram mais de 90% de acertos após ensino teórico e 100% de acertos nos dois tipos de tentativa discreta após as outras condições. Os resultados foram mantidos no follow up. Na literatura, os participantes atingiam 90% de acertos após vídeo-modelação; no presente experimento alcançaram esses resultados apenas com ensino teórico. Para verificar se a escolaridade foi relevante nos resultados, o Experimento II foi realizado. Um participante não universitário e não formado passou pelas condições experimentais na mesma ordem do Grupo 1 do Experimento I. Seus resultados foram semelhantes aos dos participantes do primeiro experimento. O Experimento III foi realizado para investigar a efetividade das animações do ensino teórico. Dois participantes foram submetidos às seguintes condições: ensino teórico sem animações, ensino teórico e vídeo-modelação. Ambos os participantes obtiveram 80% de acertos em emparelhamento de identidade após o ensino sem animações, indicando que esta variável não foi relevante. Oito dos nove participantes dos três experimentos aprenderam a realizar os dois tipos de tentativas discretas após o ECoTed, sugerindo sua efetividade. Sendo que esses participantes obtiveram mais de 80% de acertos após ensino teórico, não foi possível avaliar a efetividade dos outros tipos de ensino. Os resultados após ensino teórico podem estar ligados a uma possível menor exigência ao comportamento dos participantes neste experimento em relação aos demais. A organização do ensino teórico, em que os conceitos eram definidos simultaneamente à demonstração de sua aplicação, pode ter produzido os resultados obtidos. Novos estudos podem investigar a efetividade do ECoTed com pais de crianças autistas e o desempenho dos participantes ao ensinarem diretamente crianças autistas / ABA Therapy is the treatment for autistic people that has been presenting the best results. The most commonly used teaching arrangement is the discrete trial, which has been taught to professionals through the Behavioral Skills Training, a teacher-dependent package. Computer-based teaching has been studied as an alternative because it is more affordable. The goal of the present study was to investigate the effect of different components of a computer-based tutorial, ECoTed, on the performance of participants in the implementation of discrete trials of identity matching and motor imitation. Three experiments were conducted. In Experiment I, six Psychology students were exposed to a tutorial with four experimental conditions, or kinds of teaching: theoretical teaching, video-modeling, observation of corrections and error identification. After the baseline, the participants went through theoretical teaching. Then, they were divided in three groups; each of them went through the remaining conditions in different orders. If the participant fulfilled the 100% correct responses criterion in any of the tests that took place after each condition, s/he was conducted to the follow up phase; if the criterion was not reached after the tutorial, the participant was directly taught by the experimenter. All the data were collected in a setting in which the participant implemented discrete trials with an actor. A multiple baseline design was used in each group. Motor imitation was not taught; however, before each test the participants were allowed to study a summary sheet, which listed all the steps for the implementation of both kinds of the discrete trials. Five participants had more than 90% correct responses after theoretical teaching and 100% correct responses after the other experimental conditions. Results were similar in the follow up. In other studies, participants reached 90% of correct responses after having been through video-modeling; in the present study, participants reached that result after theoretical teaching only. In order to verify if the education level was relevant, Experiment II was conducted. A non-university and non-graduate participant went through the same conditions as the participants from Group 1 of Experiment I. His results were similar to the performance of the participants of the first experiment. Experiment III was conducted to investigate the effectiveness of of theoretical teaching animations. Two participants were exposed to the following conditions: theoretical teaching without animation, theoretical teaching and video-modeling. Both participants had more than 80% correct responses in the identity matching task after theoretical teaching without animation; which suggests that such variable was not relevant. Eight of nine participants of the three experiments learned how to implement both kinds of discrete trials after the ECoTed, which suggests its effectiveness. Given that these participants had more than 80% correct responses after the theoretical teaching, it was not possible to evaluate the effectiveness of the other kinds of teaching. The results after theoretical teaching can be linked to a lower demand on the behavior of participants in comparison to other studies. Theoretical teaching organization, in which the concepts were defined while its application was shown, might have produced the results. New studies might investigate the effectiveness of ECoTed with parents of autistic children and the performance of participants when teaching autistic children

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-04-05T19:37:55Z No. of bitstreams: 2 Dissertação - Fernanda Raquel Martins Abreu - 2014.pdf: 2480777 bytes, checksum: f8c50ff359945dffab56d7874ad25086 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-04-06T11:34:39Z (GMT) No. of bitstreams: 2 Dissertação - Fernanda Raquel Martins Abreu - 2014.pdf: 2480777 bytes, checksum: f8c50ff359945dffab56d7874ad25086 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-04-06T11:34:39Z (GMT). No. of bitstreams: 2 Dissertação - Fernanda Raquel Martins Abreu - 2014.pdf: 2480777 bytes, checksum: f8c50ff359945dffab56d7874ad25086 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-04-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Drought, a major problem concerning a sustainable rice production in Brazil and worldwide, is responsible for a series of plant responses, including modification in gene expression, accumulation of metabolites and protein synthesis. In order to verify the correspondence between five Arabidopsis genes (PLDα1, LEW2, GluR2, Lsi1 e EIN2), previously related to drought tolerance, and their respective orthologs in rice, the present study analyzed two contrasting rice genotypes for drought, Douradão, the tolerant genotype, and Primavera, the susceptible one. The genotypes were submitted to drought stress and subsequently evaluated for gene expression by quantitative real-time Polymerase Chain Reaction (qPCR). The comparison of gene expression, between leaf and root tissues, showed a greater expression in roots, within their vegetative stage, and leaves, within their reproductive stage. Differential expression were observed mainly among the genes whose orthologs in Arabidopsis encode phospholipase Dα1 (PLDα1) and ethylene-insensitive protein (EIN2); these proteins are directly related to abscisic acid (ABA), a phytohormone that when identified in higher concentration in cells triggers the expression of drought stress-responsive genes, besides it is also responsible for the regulating the water loss (by transpiration) by controlling of stomatal movement. The results suggested that orthologs genes were in fact drought stress-responsive genes in rice, and emphasized the feasibility of PLDα1 and EIN2 overexpression in rice plants, supporting plant breeding programs in the development of drought tolerant genotypes. / A seca, um dos principais problemas para a sustentabilidade do cultivo de arroz no Brasil e no mundo, é responsável por uma série de respostas em plantas, incluindo mudanças na expressão gênica, acúmulo de metabólitos e síntese de proteínas. No intuito de verificar a correspondência entre cinco genes de Arabidopsis (PLDα1, LEW2, GluR2, Lsi1 e EIN2), previamente relacionados com a tolerância à seca, e seus respectivos genes ortólogos em arroz, o presente estudo analisou dois genótipos de arroz contrastantes no nível de tolerância à seca, Douradão, genótipo tolerante, e Primavera, genótipo susceptível. Os genótipos foram submetidos a experimento de seca e posterior avaliação de expressão gênica via PCR quantitativa em tempo real, qPCR (real time quantitative-Polimerase Chain Reaction). Ao se comparar os níveis de expressão entre os tecidos foliar e radicular, desses genótipos, foi observado, de uma forma geral, que houve maior expressão em raízes no estádio vegetativo e em folhas no estádio reprodutivo. Níveis diferenciais de expressão entre os genótipos foram observados principalmente para os genes ortólogos responsáveis por produzir fosfolipase Dα1 (PLDα1) e proteína etileno insensitiva (EIN2); estes produtos estão diretamente relacionados ao ácido abscísico (ABA), um fito hormônio induzido por estresse de seca que, quando em alta concentração nas células, além de acionar a expressão de muitos genes, desempenha um papel vital na regulação da perda de água por transpiração ao controlar os movimentos estomáticos. Os resultados apresentados nesta pesquisa sugeriram que os genes ortólogos estariam de fato atuando em resposta à tolerância à seca em arroz, e reforçaram a hipótese de que a superexpressão desses genes, em especial, PLDα1 e EIN2, pode auxiliar programas de melhoramento genético de arroz no desenvolvimento de cultivares mais tolerantes à seca.

A Terapia ABA é a forma de tratar indivíduos autistas que tem apresentado melhores resultados. O arranjo de ensino mais utilizado é a tentativa discreta, que tem sido ensinada a profissionais por meio do Behavioral Skills Training, um pacote de ensino presencial. O ensino computadorizado tem sido estudado como uma alternativa por ser mais econômico. O objetivo do presente estudo foi investigar o efeito de diferentes componentes de um tutorial computadorizado, ECoTed, sobre o desempenho dos participantes na realização de tentativas discretas de emparelhamento de identidade e imitação motora. Foram realizados três experimentos. No Experimento I, seis estudantes de Psicologia foram submetidos a um tutorial com quatro condições experimentais, ou tipos de ensino: ensino teórico, vídeo-modelação, observação de correção, identificação de erros. Após a Linha de Base, os participantes passaram por ensino teórico. Depois, foram divididos em três Grupos; cada Grupo passou pelas condições experimentais restantes em ordens diferentes. Se no teste realizado após cada condição o participante atingisse o critério de 100% de acertos, ia para o follow up; caso não cumprisse o critério após o tutorial, era ensinado presencialmente. Os dados foram coletados com o participante realizando tentativas discretas com um ator. Foi realizado um delineamento de linha de base múltipla em cada Grupo. A imitação motora não era ensinada; no entanto, antes de cada teste os participantes estudavam folhas-resumo que listavam os passos de realização dos dois tipos de tentativas discretas. Cinco participantes obtiveram mais de 90% de acertos após ensino teórico e 100% de acertos nos dois tipos de tentativa discreta após as outras condições. Os resultados foram mantidos no follow up. Na literatura, os participantes atingiam 90% de acertos após vídeo-modelação; no presente experimento alcançaram esses resultados apenas com ensino teórico. Para verificar se a escolaridade foi relevante nos resultados, o Experimento II foi realizado. Um participante não universitário e não formado passou pelas condições experimentais na mesma ordem do Grupo 1 do Experimento I. Seus resultados foram semelhantes aos dos participantes do primeiro experimento. O Experimento III foi realizado para investigar a efetividade das animações do ensino teórico. Dois participantes foram submetidos às seguintes condições: ensino teórico sem animações, ensino teórico e vídeo-modelação. Ambos os participantes obtiveram 80% de acertos em emparelhamento de identidade após o ensino sem animações, indicando que esta variável não foi relevante. Oito dos nove participantes dos três experimentos aprenderam a realizar os dois tipos de tentativas discretas após o ECoTed, sugerindo sua efetividade. Sendo que esses participantes obtiveram mais de 80% de acertos após ensino teórico, não foi possível avaliar a efetividade dos outros tipos de ensino. Os resultados após ensino teórico podem estar ligados a uma possível menor exigência ao comportamento dos participantes neste experimento em relação aos demais. A organização do ensino teórico, em que os conceitos eram definidos simultaneamente à demonstração de sua aplicação, pode ter produzido os resultados obtidos. Novos estudos podem investigar a efetividade do ECoTed com pais de crianças autistas e o desempenho dos participantes ao ensinarem diretamente crianças autistas / ABA Therapy is the treatment for autistic people that has been presenting the best results. The most commonly used teaching arrangement is the discrete trial, which has been taught to professionals through the Behavioral Skills Training, a teacher-dependent package. Computer-based teaching has been studied as an alternative because it is more affordable. The goal of the present study was to investigate the effect of different components of a computer-based tutorial, ECoTed, on the performance of participants in the implementation of discrete trials of identity matching and motor imitation. Three experiments were conducted. In Experiment I, six Psychology students were exposed to a tutorial with four experimental conditions, or kinds of teaching: theoretical teaching, video-modeling, observation of corrections and error identification. After the baseline, the participants went through theoretical teaching. Then, they were divided in three groups; each of them went through the remaining conditions in different orders. If the participant fulfilled the 100% correct responses criterion in any of the tests that took place after each condition, s/he was conducted to the follow up phase; if the criterion was not reached after the tutorial, the participant was directly taught by the experimenter. All the data were collected in a setting in which the participant implemented discrete trials with an actor. A multiple baseline design was used in each group. Motor imitation was not taught; however, before each test the participants were allowed to study a summary sheet, which listed all the steps for the implementation of both kinds of the discrete trials. Five participants had more than 90% correct responses after theoretical teaching and 100% correct responses after the other experimental conditions. Results were similar in the follow up. In other studies, participants reached 90% of correct responses after having been through video-modeling; in the present study, participants reached that result after theoretical teaching only. In order to verify if the education level was relevant, Experiment II was conducted. A non-university and non-graduate participant went through the same conditions as the participants from Group 1 of Experiment I. His results were similar to the performance of the participants of the first experiment. Experiment III was conducted to investigate the effectiveness of of theoretical teaching animations. Two participants were exposed to the following conditions: theoretical teaching without animation, theoretical teaching and video-modeling. Both participants had more than 80% correct responses in the identity matching task after theoretical teaching without animation; which suggests that such variable was not relevant. Eight of nine participants of the three experiments learned how to implement both kinds of discrete trials after the ECoTed, which suggests its effectiveness. Given that these participants had more than 80% correct responses after the theoretical teaching, it was not possible to evaluate the effectiveness of the other kinds of teaching. The results after theoretical teaching can be linked to a lower demand on the behavior of participants in comparison to other studies. Theoretical teaching organization, in which the concepts were defined while its application was shown, might have produced the results. New studies might investigate the effectiveness of ECoTed with parents of autistic children and the performance of participants when teaching autistic children

La phase de maturation des graines est caractérisée par l’ac-quisition successive de composantes qui constituent la qua-lité physiologique d’un lot de semences, à savoir la toléranceà la dessiccation (capacité à survivre au retrait total de l’eaucellulaire), la longévité (capacité de survivre à l'état sec pen-dant le stockage), la dormance ainsi que la vigueur germina-tive (capacité à germer de façon rapide et homogène quelquessoient les conditions de l’environnement). La production desemences à haute qualité germinative représente un enjeumajeur pour les semenciers car elle constitue un levier clefpour augmenter les rendements agricoles. Cependant, lesmécanismes régulant l’acquisition de la qualité germinativeet en particulier la longévité restent peu connus. Une étudepréalable d’un réseau de co-expression génique de facteursde transcription avait identifi é trois gènes candidats associésà la longévité chez Medicago truncatula :MtABL (ABA INSEN-SITIVE4-LIKE), MtABI5 (ABA INSENSITIVE5) et MtHSFA2.2(HEAT SHOCK FACTOR A2.2). L'objectif de cette thèse était devalider ces gènes et d’en comprendre leur fonction chez Medicagotruncatula et le pois par la caractérisation de mutantsd’insertion et EMS. ABL et ABI5 jouent un rôle dans la matu-ration en régulant positivement la longévité alors que celle-ci n’est pas affectée dans les mutants hsfa2.2. Des étudestranscriptomiques et biochimiques montrent que ABL et ABI5régulent de manière complexe la photosynthèse, la dégrada-tion de la chlorophylle et l’accumulation des oligosaccharide / Seed maturation is characterized by the acquisition ofthe various components that collectively constitute thephysiological quality or vigor of the seed: desiccation tolerance(DT, i.e. the capacity to survive complete drying), seedstorability or longevity (the capacity to remain alive duringstorage), dormancy, as well as fast and uniform germinationand seedling emergence under stressful conditions. Thesetraits are pivotal to ensure rapid and homogenous seedlingestablishment required for stable yield and are a majoreconomic challenge for the seed industry. Despite theiragronomic importance, the mechanisms regulating theiracquisition, including longevity, are still poorly understood. InMedicago truncatula, a gene co-expression network inferredthat transcription factors such asMtABL (ABA INSENSITIVE4-LIKE), MtABI5 (ABA INSENSITIVE5) and MtHSFA2.2 (HEATSHOCK FACTOR A2.2) are putative regulators of seedlongevity. The aim of this thesis was to characterize theirroles in Medicago truncatula and Pisum sativum using Tnt1insertion and EMS mutants. ABL and ABI5 are positiveregulators of longevity while defects in hsfa2.2 do not affectit. Transcriptomic and biochemical analyses show that ABLand ABI5 are involved in the regulation of photosynthesisassociated genes, chlorophyll loss and accumulation ofraffi nose family oligosaccharides (RFO). ABI5 is also involvedin the accumulation of stress proteins such as LEA proteins.By establishing a link between degreening, RFO contents andlongevity, our work offers new opportunities to tackle a