A brief computer-based assessment of reinforcer dimensions affecting choice.

In an extension of Neef, Shade, and Miller (1994), we used a brief computer-based assessment of differential responsiveness to reinforcer rate, quality, delay, and response effort in affecting the choices of 11 participants. The assessment involved successive presentations of two concurrent sets of math problems, each set associated with competing reinforcer or response dimensions in a counterbalanced fashion. The results showed that the reinforcer and response dimensions differentially affected choice, with time-allocation patterns varying across students.

Assessment of impulsivity and the development of self-control in students with attention deficit hyperactivity disorder.

We examined a combined approach of manipulating reinforcer dimensions and delay fading to promote the development of self-control with 3 students diagnosed with attention deficit hyperactivity disorder. First, we administered a brief computer-based assessment to determine the relative influence of reinforcer rate (R), reinforcer quality (Q), reinforcer immediacy (I), and effort (E) on the students' choices between concurrently presented math problems. During each session, one of these dimensions was placed in direct competition with another dimension (e.g., RvI involving math problem alternatives associated with high-rate delayed reinforcement vs. low-rate immediate reinforcement), with all possible pairs of dimensions presented across the six assessment conditions (RvQ, RvI, RvE, QvI, QvE, IvE). The assessment revealed that the choices of all 3 students were most influenced by immediacy of reinforcement, reflecting impulsivity. We then implemented a self-control training procedure in which reinforcer immediacy competed with another influential dimension (RvI or Qvl), and the delay associated with the higher rate or quality reinforcer alternative was progressively increased. The students allocated the majority of their time to the math problem alternatives yielding more frequent (high-rate) or preferred (high-quality) reinforcement despite delays of up to 24 hr. Subsequent readministration of portions of the assessment showed that self-control transferred across untrained dimensions of reinforcement.

Recent reinforcement-schedule research and applied behavior analysis.

Reinforcement schedules are considered in relation to applied behavior analysis by examining several recent laboratory experiments with humans and other animals. The experiments are drawn from three areas of contemporary schedule research: behavioral history effects on schedule performance, the role of instructions in schedule performance of humans, and dynamic schedules of reinforcement. All of the experiments are discussed in relation to the role of behavioral history in current schedule performance. The paper concludes by extracting from the experiments some more general issues concerning reinforcement schedules in applied research and practice.

Effects of problem difficulty and reinforcer quality on time allocated to concurrent arithmetic problems.

Students with learning difficulties participated in two studies that analyzed the effects of problem difficulty and reinforcer quality upon time allocated to two sets of arithmetic problems reinforced according to a concurrent variable-interval 30-s variable-interval 120-s schedule. In Study 1, high- and low-difficulty arithmetic problems were systematically combined with rich and lean concurrent schedules (nickels used as reinforcers) across conditions using a single-subject design. The pairing of the high-difficulty problems with the richer schedule failed to offset time allocated to that alternative. Study 2 investigated the interactive effects of problem difficulty and reinforcer quality (nickels vs. program money) upon time allocation to arithmetic problems maintained by the concurrent schedules of reinforcement. Unlike problem difficulty, the pairing of the lesser quality reinforcer (program money) with the richer schedule reduced the time allocated to that alternative. The magnitude of this effect was greatest when combined with the low-difficulty problems. These studies have important implications for a matching law analysis of asymmetrical reinforcement variables that influence time allocation.

Pyramidal parent training by peers.

This study replicated a pyramidal model of parent training by peers and compared its effects with training by a professional with 26 parents of children with disabilities. A multiple probe design across 3 tiers of parents showed that both types of training produced acquisition, maintenance, and to varying extents, generalization of parents' teaching skills, with concomitant increases in the children's performance in most cases. Improvements were comparable for parents trained by a professional or by peers, and for parents who did and did not serve as peer trainers.

Development of large intestinal attaching and effacing lesions in pigs in association with the feeding of a particular diet.

Hysterotomy-derived piglets were kept in gnotobiotic isolators and artificially colonized at 7 days of age with an adult bovine enteric microflora. At 3 weeks of age, the pigs were transferred to conventional experimental accommodation and weaned, either onto a solid diet that had been associated with field cases of typhlocolitis in pigs or onto a solid control diet. At necropsy at 5 weeks of age, groups of pigs fed the diet associated with field cases of typhlocolitis were found to have developed typhlocolitis. This was absent from the groups fed the control diet. The typhlocolitis was characterized by attaching and effacing lesions typical of those described following experimental inoculation of various species with enteropathogenic Escherichia coli. A nonverocytotoxic, eae probe-positive E. coli serotype O116 was isolated from pigs on the colitis-associated diet but not from any of the pigs on the control diet. Coliform bacteria attached to the colonic lesions reacted with polyclonal antiserum to E. coli O116 in an immunoperoxidase assay of histological sections of affected tissue. No reaction with this antiserum was observed in corresponding tissue sections taken from pigs on the control diet. No colon lesions were observed in germfree pigs fed either of the diets. It is postulated that proliferation and possibly expression of pathogenicity of the attaching and effacing E. coli responsible for the lesions are strongly influenced by diet.

Pathogenicity of a strain of Yersinia pseudotuberculosis isolated from a pig with porcine colitis syndrome.

A strain of Yersinia pseudotuberculosis (NCTC 12718), isolated from a seven-week-old pig suffering from an ulcerative typhlocolitis, was inoculated orally into 16 growing pigs in two separate experiments. At necropsy 10 days later, typhlocolitis was present in nine of the pigs, and it was accompanied by diarrhoea in four cases. In both the original case and in the experimental pigs, the typhlocolitis was characterised by microabscesses of the lamina propria, frequently involving ulceration or erosion of the surface epithelium. The organism was of serotype IIa, which has not been isolated previously from pigs in the United Kingdom. Y pseudotuberculosis may be the aetiological agent responsible in some cases of porcine colitis syndrome.

Pathogenicity of porcine intestinal spirochetes in gnotobiotic pigs.

Twelve intestinal spirochete strains of porcine origin were characterized on the basis of their phenotypic properties, by multilocus enzyme electrophoresis, and by pathogenicity testing in gnotobiotic pigs. The spirochetes used included two strains of Serpulina hyodysenteriae (B204 and P18A), two strains of Serpulina innocens (B256 and 4/71), one strain from the proposed new genus and species "Anguillina coli" (P43/6/78), and seven non-S. hyodysenteriae strains recently isolated from United Kingdom pig herds with a history of nonspecific diarrhea and typhlocolitis. By multilocus enzyme electrophoresis, five of these were identified as S. innocens, one was identified as an unspecified Serpulina sp., and one was identified as "A. coli." S. hyodysenteriae B204 and P18A, "A. coli" P43/6/78 and 2/7, and three (22/7, P280/1, and 14/5) of the five S. innocens field isolates induced mucoid feces and typhlocolitis in gnotobiotic pigs. None of the other spirochetes produced clinical signs or large intestinal pathology in this model. The "A. coli" strains induced a more watery diarrhea, with lesions present more proximally in the large intestine, than did the other pathogenic spirochetes. S. innocens 22/7 was also tested for pathogenicity in hysterotomy-derived pigs that had previously been artificially colonized with a spirochete-free intestinal flora and shown to be susceptible to swine dysentery. Despite effective colonization, strain 22/7 did not produce any disease, nor was there any exacerbation of large intestinal pathology or clinical signs when pigs with an experimentally induced existing colitis caused by Yersinia pseudotuberculosis were superinfected with strain 22/7. Certain non-S. hyodysenteriae spirochetes are therefore capable of inducing disease in gnotobiotic pigs, but their role as primary or opportunistic pathogens in conventional pigs remains equivocal.

Assessing influential dimensions of reinforcers on choice in students with serious emotional disturbance.

We examined how reinforcer rate, quality, delay, and response effort combined to influence the choices of 6 youths with learning and behavior difficulties, and the viability of an assessment methodology derived from matching theory for determining differential responsiveness to those reinforcer and response dimensions. The students were given two concurrent sets of math problems that were equal on two dimensions but competed on two other dimensions (e.g., one set yielded higher rate and lower quality reinforcement than the other). Competing dimensions were counterbalanced across the six conditions of the initial assessment phase, permitting assessment of each dimension on time allocation. The conditions resulting in the most and least time allocated to one problem set alternative relative to the other were then replicated. Time allocated to each of the problems within sets was differentially affected by the reinforcer and/or response dimensions, with allocation patterns varying across students. The results are discussed in the context of implications for the design of treatments and extrapolations from basic research on matching and behavioral economics.

Limited matching on concurrent-schedule reinforcement of academic behavior.

Three adolescent students with special educational needs were given a choice between completing one of two available sets of math problems. Reinforcers (nickels) across these alternatives were arranged systematically in separate experimental phases according to three different concurrent variable-interval schedules (reinforcement ratios of 2:1, 6:1, and 12:1). Time allocated to the two stacks of math problems stood in linear relationship to the reinforcement rate obtained from each stack, although substantial undermatching and bias were observed for all subjects. However, changes in the schedules were not followed by changes in allocation patterns until adjunct procedures (e.g., changeover delays, limited holds, timers, and demonstrations) were introduced. The necessity of adjunct procedures in establishing matching in applied situations is discussed as a limitation to quantitative applications of the matching law in applied behavior analysis.

Effects of signaling invasive procedures on a hospitalized infant's affective behaviors.

We report the effects of using a visual and auditory stimulus signaling impending painful medical procedures versus "safe" periods on the affective behavior of a hospitalized infant. The results of a reversal design suggested that the signaling procedures increased positive behaviors and decreased negative behaviors during both noninvasive and invasive caregiver events.

Impulsivity in students with serious emotional disturbance: the interactive effects of reinforcer rate, delay, and quality.

We conducted two studies extending basic matching research on self-control and impulsivity to the investigation of choices of students diagnosed as seriously emotionally disturbed. In Study 1 we examined the interaction between unequal rates of reinforcement and equal versus unequal delays to reinforcer access on performance of concurrently available sets of math problems. The results of a reversal design showed that when delays to reinforcer access were the same for both response alternatives, the time allocated to each was approximately proportional to obtained reinforcement. When the delays to reinforcer access differed between the response alternatives, there was a bias toward the response alternative and schedule with the lower delays, suggesting impulsivity (i.e., immediate reinforcer access overrode the effects of rate of reinforcement). In Study 2 we examined the interactive effects of reinforcer rate, quality, and delay. Conditions involving delayed access to the high-quality reinforcers on the rich schedule (with immediate access to low-quality reinforcers earned on the lean schedule) were alternated with immediate access to low-quality reinforcers on the rich schedule (with delayed access to high-quality reinforcers on the lean schedule) using a reversal design. With 1 student, reinforcer quality overrode the effects of both reinforcer rate and delay to reinforcer access. The other student tended to respond exclusively to the alternative associated with immediate access to reinforcers. The studies demonstrate a methodology based on matching theory for determining influential dimensions of reinforcers governing individuals' choices.

Effects of reinforcer rate and reinforcer quality on time allocation: Extensions of matching theory to educational settings.

We examined how 3 special education students allocated their responding across two concurrently available tasks associated with unequal rates and equal versus unequal qualities of reinforcement. The students completed math problems from two alternative sets on concurrent variable-interval (VI) 30-s VI 120-s schedules of reinforcement. During the equal-quality reinforcer condition, high-quality (nickels) and low-quality items ("program money" in the school's token economy) were alternated across sessions as the reinforcer for both sets of problems. During the unequal-quality reinforcer condition, the low-quality reinforcer was used for the set of problems on the VI 30-s schedule, and the high-quality reinforcer was used for the set of problems on the VI 120-s schedule. Equal- and unequal-quality reinforcer conditions were alternated using a reversal design. Results showed that sensitivity to the features of the VI reinforcement schedules developed only after the reinforcement intervals were signaled through countdown timers. Thereafter, when reinforcer quality was equal, the time allocated to concurrent response alternatives was approximately proportional to obtained reinforcement, as predicted by the matching law. However the matching relation was disrupted when, as occurs in most natural choice situations, the quality of the reinforcers differed across the response options.

Video-based training of respite care providers: an interactional analysis of presentation format.

We conducted two studies to evaluate a video-based instructional package for training respite care providers and the role of presentation format (viewing the videotapes alone, with a partner, and with structured group training) as a contextual variable. In Study 1, the results of a within-subjects Latin square design nested within a multiple baseline showed that performance during simulated (role-played) respite care situations improved in five of the six skill areas for the 12 trainees following presentation of the videotape, with no differences between presentation formats. Correct responding generalized to respite care situations involving a developmentally disabled child, and in most cases, acquired skills were maintained for up to 6 months. In Study 2, we conducted a clinical replication of Study 1 under conditions more closely approximating those in which the training program would be implemented by respite care agencies. Results of the between-groups analysis were consistent with the findings of Study 1.

Teaching self-administration of suctioning to children with tracheostomies.

We examined the effectiveness of using dolls to teach young children with tracheostomies to self-administer a suctioning procedure. Four children between the ages of 5 and 8 years, who had had tracheostomies for 6 months or longer, participated. After skills were taught via doll-centered simulations, in vivo skills were evaluated. All of the training and probe sessions were conducted in the participants' classrooms or homes. Results of a multiple baseline design across subjects and skill components indicated that the performance of all children improved as a function of training. Skill maintenance was demonstrated by all participants during follow-up assessments conducted 2 to 6 weeks posttraining. Results of a questionnaire completed by caregivers and interviews with the children revealed high levels of satisfaction with the training procedures and outcomes.

In vivo versus simulation training: an interactional analysis of range and type of training exemplars.

We analyzed the role of the range of variation in training exemplars as a contextual variable influencing the effects of in vivo versus simulation training in producing generalized responding. Four mentally retarded adults received single case instruction, followed by general case instruction, on washing machine and dryer use; one task was taught using actual appliances (in vivo) and the other using simulation. In vivo and simulation training were counterbalanced across the two tasks for the 2 subject pairs, using a within-subjects Latin square design. With both paradigms, more errors were made after single case than after general case instruction during probe sessions with untrained washing machines and dryers. These results suggest that generalization errors were affected by the range of training exemplars and not by the use of simulated versus natural training stimuli. Although both general case simulation and general case in vivo training facilitated generalized performance of laundry skills, an analysis of training time and costs indicated that the former approach was more efficient. The study illustrates a methodology for studying complex interactions and guiding decisions on the optimal use of instructional alternatives.