The role of point loss for symmetrical relations introduced simultaneously with probe trials in the absence of original relations on all probe trial performances was evaluated. Training was completed after six conditional discriminations were established in two contexts. Point loss was introduced simultaneously with probe trials in the absence of original relations in the first context. Probe trials with no point loss in the absence of original relations were introduced in the second context. The simultaneous introduction of probe trials and the point loss contingency may in some cases prevent the emergence of an equivalence class in the context that contained the point loss as well as in the context where no point loss occurred.

Using the "revealed operant" technique, variability during acquisition and extinction was examined with measures of response rate and a detailed analysis of response topography. During acquisition, subjects learned to emit four response patterns. A continuous schedule of reinforcement (CRF) for 100 repetitions was used for each pattern and a 30 min extinction phase immediately followed. One group of subjects learned the response patterns via a "trial-and-error" method. This resulted in a wide range of variability during acquisition and extinction. Only one subject emitted a substantial amount of resurgent behavior. A second group of subjects was given instructions on what keys to press to earn reinforcers. This group had less variability in acquisition and extinction and resurgent responding was prevalent.

Acceptance and Commitment Therapy (ACT) is a behaviorally-based intervention that emphasizes psychological processes related to mindfulness, values, committed actions towards values, defusion from troubling thoughts, and acceptance. ACT is often used with populations who experience psychological inflexibility or stress, but not much research has been done understanding how ACT processes may affect everyday tasks within the common public or within business practices. The present study used a randomized controlled trial to determine the effect that statements related to ACT processes given while receiving a bar tending service altered the outcome tipping percentage from guests. The current research also discussed how each statement used relates back to the various components of ACT. The current study suggests a potential way to increase tips that a bartender or server can receive by providing a simple ACT-based statement to their customers while still maintaining an inviting and friendly environment for entertainment. Results of this study indicated that the use of mindfulness statements was statistically significant, t(53) = 1.68, p < .098. While one of the six prepared and randomized mindfulness statements, “It’s it a nice night for a drink?” used was statistically significant in increasing tip revenue when compared to all other mindfulness statements used and the low-quality control statements used in a one-way ANOVA analysis, F(6, 48) = 1.799, p = .11. Results of this study were not significant for a t-test comparing statements and total tip value received compared to total bill amount t(5) = 0.887, p < .378. Additionally, results of a two-way ANOVA comparing male and female and tip value also displayed no statistical significance F(1, 51) = 0.051, p = .82, F(1, 51) = 1.106, p = .29, with no significant interaction, F(1, 51) = 2.467, p = .12. Lastly, a two-way ANOVA comparing male and female and total tip value received compared to total bill amount displayed no significance as well F(1, 51) = 0.448, p = .50, F(1, 51) = 1.439, p = .23, with no significant interaction F(1, 51) = 0.693, p = .40. Organizational behavior management (OBM) is an area of behavior intervention ripe for ACT research. Future OBM research could extend upon by incorporating the use of ACT, or ACT related processes into everyday business models and behaviors.

O objetivo central dessa dissertação é realizar uma análise crítica sobre a aproximação da Análise do Comportamento (AC) ao estudo do desenvolvimento. Para tanto, foram lidos textos pertinentes à temática e, a partir disso, realizaram-se reflexões sobre a forma como a abordagem tem se apropriado e pode vir a se apropriar do que é relativo ao estudo das mudanças ontogenéticas. Dada a impossibilidade de abarcar todas as relações possíveis entre AC e desenvolvimento, alguns aspectos foram selecionados para serem trabalhados. Eles foram divididos em quatro módulos com objetivos específicos. MÓDULO I: O objetivo foi discutir a confusão histórica entre Psicologia da Infância (PI) e Psicologia do Desenvolvimento (PD), bem como a influência desse cenário sobre a proposta analítico-comportamental analisada. Sugerimos que, embora a AC apresente uma formulação teórica de desenvolvimento que transcende a infância, a grande ênfase da área recaiu sobre o estudo da criança. Apontamos a necessidade de expandir as pesquisas desenvolvimentistas a diferentes fases da vida e a diferentes espécies. MÓDULO II: O objetivo foi discutir como a Análise do Comportamento lida com a questão da direcionalidade das mudanças e analisar a utilidade de conceitos como estrutura, estágio e pré-requisito. Concluímos que a direcionalidade das mudanças sempre deve ser definida de maneira probabilística, pautando-se nas relações estabelecidas entre o comportamento de um organismo e seu ambiente. Sugerimos que os referidos conceitos podem ser úteis à abordagem a depender da maneira com a qual forem empregados. MÓDULO III: Nosso objetivo foi avaliar a pertinência da divisão feita entre desenvolvimento biológico e psicológico na perspectiva da AC. Uma vez constatada a necessidade de aprimoramentos nessa divisão, um segundo objetivo do módulo residiu em discutir a adoção de uma perspectiva sistêmica como possibilidade de estabelecimento de um diálogo mais adequado entre a AC e as demais ciências do desenvolvimento. MÓDULO IV: Considerando-se as reflexões surgidas no restante da dissertação, o quarto módulo teve como objetivo refletir sobre possíveis questões que possam permear, no futuro, o estudo do desenvolvimento na perspectiva analíticocomportamental. Sugerimos que, além de ser importante estudar a construção de repertórios, a investigação da gênese dos processos comportamentais desde a fase prénatal desponta como uma área promissora de pesquisa. Como ponto comum de conclusão entre os módulos, apontamos a necessidade de mais discussões críticas sobre o que concerne ao estudo do desenvolvimento pela Análise do Comportamento / The main goal of this dissertation is to perform a critical analysis on the approach of the Behavior Analysis (BA) to the study of development. Thus, texts related to the theme were read and thereafter reflections were made about the way with which the approach has appropriated and is able to appropriate of what is related to the study of ontogenetic changes. Given the impossibility of span all the possible relations between BA and development, some aspects were chosen to be worked upon. They were divided in four modules with specific aims. MODULE I: The aim as to discuss the historical confusion between Child Psychology (CP) and Developmental Psychology (DP), as well as the influence of this scenario on the analyzed BA proposal. We suggest that, although BA presents a theoretical formulation that transcends childhood, the great emphasis of the area fell upon the study of the child. We point out the need to expand developmental researches to different stages of life and different species. MODULE II: The aim was to discuss how Behavior Analysis deals with the issue of the directionality of changes and analyze the utility of concepts such as structure, stage and prerequisite. We conclude that the directionality of changes must always be defined in a probabilistic way, being measured in the established relations among the behavior of an organism and its environment. We suggest that the referred concepts may be useful to the approach depending on the way it is employed. MODULE III: Our aim was to assess the relevance of the division made between biological and psychological development in the perspective of the BA. Once the need to improvements in this division is verified, a second objective of the module consisted in discussing the adoption of a systemic perspective as a possibility of establishing a more adequate dialogue among BA and the other developmental sciences. MODULE IV: Considering the reflections that arose in the rest of the dissertation, the fourth module aimed to reflect about possible questions that may permeate, in the future, the study of development in the BA perspective. We suggest that, besides being important to study the construction of repertoires, the investigation of the genesis of behavioral processes since prenatal stage rises as a promising research area. As a common ground for discussion among the modules, we stress the need of more critical discussions about what concerns the study of development by the Behavior Analysis

The present study sought to examine the use of two teaching procedures as methods of increasing relational responding in children with developmental disabilities. We compared one procedure that presented test probes for combinatory entailment and transformation of function probes throughout the acquisition of directly trained A-B and B-C relations. In the second procedure test probes were withheld until the learner achieved mastery criteria for the directly trained A-B and B-C relations. Results show that all three participants achieved mastery criterion across both procedures and demonstrated the emergence of mutual entailment, combinatory entailment, and transformation of stimulus function. The presentation of entailed and transformation probes resulted in faster acquisition of directly trained and test relations. An account of current research and implications of these findings is provided.

Made available in DSpace on 2016-04-29T13:17:34Z (GMT). No. of bitstreams: 1 Felipe Maciel dos Santos Souza.pdf: 828054 bytes, checksum: e60e4c1a517d4efd6ceca8d5ef9da051 (MD5) Previous issue date: 2011-05-05 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The growth of Behavior Analysis in Brazil is happening non-systematically and at different times and in regions that deviate from the south-southeast axis. One proposal to study the history of Behavior Analysis in the country is to focus on how it arose and developed in different Brazilian states. In this thesis, we evaluated the development of Behavior Analysis in Mato Grosso do Sul, describing the current institutionalization process of this knowledge area in the state, with the completion of three steps, namely: 1) identification of subjects and analysis of course summaries in Behavior Analysis that is taught in the nine courses in psychology of the state, 2) search and analysis of curricula for of responsible teachers of the identified disciplines, and 3) quantification and analysis of the essays presented in the Annual Meetings Brazilian Association of Psychotherapy and Behavioral Medicine (ABPMC) in eighteen editions from authors in institutions related to Mato Grosso do Sul. We identified 35 disciplines, from which the public institutions are the ones with more subjects related to Behavior Analysis. These subjects are taught by seventeen teachers, from whom only six were involved in activities related to behavior analysis during their graduation, and six in post-graduation. By adopting the initial selection criteria of at least one author member of a university in Mato Grosso do Sul, there were twenty-eight essays, the first presented in 2006. From that total, four studies were excluded from analysis as they were not based on Behavior Analysis. An arise of behavior analysts in the state, with the possibility of being expanded with the opening of new psychology courses, and opening of vacancies in public institutions. Moreover, the socioeconomic changes in the state may open up the possibility to operate in areas related to basic education, planning, politics, health and work / O crescimento da Análise do Comportamento (AC) no país vem acontecendo de maneira não sistemática, em momentos diferentes e em regiões que se afastam do eixo sul-sudeste. Uma proposta para se estudar a história da Análise do Comportamento no país é a partir de como ela surgiu e se desenvolveu em diferentes Estados brasileiros. Nesta dissertação, avaliou-se o desenvolvimento da Análise do Comportamento no Mato Grosso do Sul, caracterizando o processo atual de institucionalização desta área de conhecimento no Estado, com a realização de três etapas, sendo: 1) identificação das disciplinas e análise das ementas nas quais a Análise do Comportamento é ensinada nos nove cursos de Psicologia do Estado; 2) busca e análise dos currículos dos professores responsáveis pelas disciplinas identificadas; e 3) quantificação e análise dos trabalhos de autores vinculados à instituições no MS apresentados nos Encontros anuais da Associação Brasileira de Psicoterapia e Medicina Comportamental (ABPMC) em dezoito edições. Foram identificadas 35 disciplinas, sendo as instituições públicas as que mais possuem matérias relacionadas à AC. Estas disciplinas são ministradas por 17 professores, dos quais somente os que fizeram graduação e pós-graduação envolveram-se em atividades relacionadas à Análise do Comportamento, durante sua formação. Adotando-se o critério de seleção inicial a filiação de, pelo menos, um autor à uma IES do MS, foram encontrados 28 trabalhos, sendo o primeiro trabalho apresentado em 2006. Do total, quatro trabalhos foram excluídos da análise, pois não se fundamentavam na proposta de Análise do Comportamento. Pode-se perceber um crescimento na atuação dos analistas do comportamento no Estado, havendo a possibilidade de ser expandida com a abertura de novos cursos de Psicologia no Estado, e de abertura de concursos nas instituições públicas. Além disto, as mudanças socioeconômicas no Estado podem abrir a possibilidade de atuação nas áreas relacionadas à educação básica, planejamento, política, saúde e trabalho

O objetivo central dessa dissertação é realizar uma análise crítica sobre a aproximação da Análise do Comportamento (AC) ao estudo do desenvolvimento. Para tanto, foram lidos textos pertinentes à temática e, a partir disso, realizaram-se reflexões sobre a forma como a abordagem tem se apropriado e pode vir a se apropriar do que é relativo ao estudo das mudanças ontogenéticas. Dada a impossibilidade de abarcar todas as relações possíveis entre AC e desenvolvimento, alguns aspectos foram selecionados para serem trabalhados. Eles foram divididos em quatro módulos com objetivos específicos. MÓDULO I: O objetivo foi discutir a confusão histórica entre Psicologia da Infância (PI) e Psicologia do Desenvolvimento (PD), bem como a influência desse cenário sobre a proposta analítico-comportamental analisada. Sugerimos que, embora a AC apresente uma formulação teórica de desenvolvimento que transcende a infância, a grande ênfase da área recaiu sobre o estudo da criança. Apontamos a necessidade de expandir as pesquisas desenvolvimentistas a diferentes fases da vida e a diferentes espécies. MÓDULO II: O objetivo foi discutir como a Análise do Comportamento lida com a questão da direcionalidade das mudanças e analisar a utilidade de conceitos como estrutura, estágio e pré-requisito. Concluímos que a direcionalidade das mudanças sempre deve ser definida de maneira probabilística, pautando-se nas relações estabelecidas entre o comportamento de um organismo e seu ambiente. Sugerimos que os referidos conceitos podem ser úteis à abordagem a depender da maneira com a qual forem empregados. MÓDULO III: Nosso objetivo foi avaliar a pertinência da divisão feita entre desenvolvimento biológico e psicológico na perspectiva da AC. Uma vez constatada a necessidade de aprimoramentos nessa divisão, um segundo objetivo do módulo residiu em discutir a adoção de uma perspectiva sistêmica como possibilidade de estabelecimento de um diálogo mais adequado entre a AC e as demais ciências do desenvolvimento. MÓDULO IV: Considerando-se as reflexões surgidas no restante da dissertação, o quarto módulo teve como objetivo refletir sobre possíveis questões que possam permear, no futuro, o estudo do desenvolvimento na perspectiva analíticocomportamental. Sugerimos que, além de ser importante estudar a construção de repertórios, a investigação da gênese dos processos comportamentais desde a fase prénatal desponta como uma área promissora de pesquisa. Como ponto comum de conclusão entre os módulos, apontamos a necessidade de mais discussões críticas sobre o que concerne ao estudo do desenvolvimento pela Análise do Comportamento / The main goal of this dissertation is to perform a critical analysis on the approach of the Behavior Analysis (BA) to the study of development. Thus, texts related to the theme were read and thereafter reflections were made about the way with which the approach has appropriated and is able to appropriate of what is related to the study of ontogenetic changes. Given the impossibility of span all the possible relations between BA and development, some aspects were chosen to be worked upon. They were divided in four modules with specific aims. MODULE I: The aim as to discuss the historical confusion between Child Psychology (CP) and Developmental Psychology (DP), as well as the influence of this scenario on the analyzed BA proposal. We suggest that, although BA presents a theoretical formulation that transcends childhood, the great emphasis of the area fell upon the study of the child. We point out the need to expand developmental researches to different stages of life and different species. MODULE II: The aim was to discuss how Behavior Analysis deals with the issue of the directionality of changes and analyze the utility of concepts such as structure, stage and prerequisite. We conclude that the directionality of changes must always be defined in a probabilistic way, being measured in the established relations among the behavior of an organism and its environment. We suggest that the referred concepts may be useful to the approach depending on the way it is employed. MODULE III: Our aim was to assess the relevance of the division made between biological and psychological development in the perspective of the BA. Once the need to improvements in this division is verified, a second objective of the module consisted in discussing the adoption of a systemic perspective as a possibility of establishing a more adequate dialogue among BA and the other developmental sciences. MODULE IV: Considering the reflections that arose in the rest of the dissertation, the fourth module aimed to reflect about possible questions that may permeate, in the future, the study of development in the BA perspective. We suggest that, besides being important to study the construction of repertoires, the investigation of the genesis of behavioral processes since prenatal stage rises as a promising research area. As a common ground for discussion among the modules, we stress the need of more critical discussions about what concerns the study of development by the Behavior Analysis

The area of childlessness, particulary voluntary childlessness, has been virtually ignored by most researchers. Pohlman claims to have been unable to find research which supports the popular idea that intentionally childless husbands and wives tend to be emotionally disturbed. However, he does note that he was able to find numerous statements from medical and social science publications which in various ways imply that the deliberately childless are usually maladjusted.

There has been recent interest in the field of applied behavior analysis in language as an independent variable. This study constitutes the second study in a line of programmatic research investigating the influence of the practices of the verbal community, or language, on children's preferences and reinforcers. Stimulus and language preferences of four children with disabilities who were exposed to Spanish and English in their natural environment were evaluated during three sequentially administered paired-stimulus preference assessments across three contexts: attention/talking, tangible/playing, and demands/working. The purposes of this study were to (a) identify whether participants displayed a language preference and if so, if their language preference was consistent across the three social contexts; (b) evaluate the interaction between language and stimulus preference within each context; and (c) descriptively compare whether participants' language proficiency in their L1 and L2 was related to their language preferences. The results of this study showed that (a) children demonstrated language preferences for their L1 or L2, and these preferences were not always consistent across social context; (b) all children showed displacement of stimuli across the preference hierarchy due to language, but the magnitude of the displacement varied across context and participant; and (c) participants' language proficiency as reported by their mothers did not always predict the participants' language preference. These results extend the preference assessment literature by suggesting that the language of presentation may influence the results of preference assessments and that the influence of language may vary across context. The results also suggest that the influence of cultural practices, such as language, on behavioral assessments should be evaluated at the individual level.

Students at Western Kentucky University were asked to participate in a three week relaxation training program. The program focused upon relaxation as a coping skill and employed the Lazarus series of relaxation tapes, bio-feedback mediated relaxation training, and presentation of a relevant hierarchy in the form of an abbreviated systematic desensitization procedure. Subjects were measured prior to and following the relaxation program. It was hypothesized that subjects undergoing such a training procedure would experience gains as demonstrated by a measure of self-actualization when compared to individuals receiving no such treatment. A multivariate discriminant analysis indicated that the training program had an effect upon the global index of psychological functioning. Four out of the twelve scales on this index were found to be significant; those being Inner-Directed, Synergy, Acceptance of Aggression, and Capacity for Intimate Contact. Potential relationships of these subscales to the relaxation process were discussed and suggestions were offered for additional research.