"Swimming against the current": Behavioral data of B etta splendens during an escape and avoidance task with water flows as the aversive stimulus.

This paper describes the behavioral data of an experiment in which water flows (WFs) were first used as replacement of the traditional electric shocks to test free-operant avoidance in Betta splendens (Hurtado-Parrado et al. 2019 https://doi.org/10.1016/j.beproc.2018.10.021). WFs with a duration of 10 s each were delivered with 30-s flow-flow (F-F) and response-flow (R-F) intervals in a custom-made shuttle tank. Fish escaped or avoided the WFs by changing compartments. Crossings during the WFs, interrupted the flows, were automatically scored as escape (Esc), and initiated a new R-F interval. Crossings that occurred during R-F or F-F intervals were scored as avoidance responses and also reset the R-F interval. We compared the effect of adding a warning stimulus - curtains of air bubbles - to the last 5 s of the R-F interval; i.e., signaled versus unsignaled avoidance. A unique development of the WFs procedure, and thus the data here described, is that crossings were further differentiated into subcategories; namely, early avoidance (EA) if a crossing occurred during the first 25 s of the R-F interval; late avoidance (LA) if a crossing occurred during the last 5 s of the R-F interval; and Flow-Flow avoidance (FF) if a crossing occurred anytime during the F-F interval. Here we present the data of six bettas across the different phases of the experiment; namely, baseline (BL - no WFs programmed), signaled avoidance (SA - warning stimulus scheduled), and unsignaled avoidance (UA - no warning stimulus scheduled). The dataset available at the Open Science Framework (OSF) repository (http://doi.org/10.17605/OSF.IO/FMHXD (Hurtado-Parrado et al., 2019)) includes for each fish and per 20-min daily session the total number of crossings; frequency of each type of crossing (Esc, EA, LA, FF); total WF frequency and duration, the total time spent in each compartment, and an index of preference for each compartment based on the proportion of time spent in the tank's compartments.

Aversive control of Betta splendens behavior using water disturbances: Effects of signaled and unsignaled free-operant avoidance and escape contingencies.

The vast majority of research on aversive control of behavior using animal models employs electric-shock based procedures with avian and mammalian species. Notwithstanding that pragmatic aspects explain this prominence in the field, there is still a need for testing well-established facts about shock-based aversive control using other, perhaps more ecologically valid or biologically relevant, forms of stimulation with other species. Following up on an observation that water disturbances appear to be aversive to Betta splendens (bettas), we developed a preparation for studying free-operant avoidance with this species in which water flows (WFs) replaced electric shocks. Fish changed compartments in a shuttle tank to escape or avoid 10-s WFs, which were delivered with 30-s flow-flow and response-flow intervals. We tested the effect of adding a warning stimulus (curtains of air bubbles) to the last 5 s of the response-flow interval (i.e., signaled avoidance) on the bettas' temporal distribution of crossings and swimming patterns. Escape was the predominant response, which importantly reduced the exposure to the WFs. Avoidance responses rarely exceeded the frequency of escape. The warning stimulus did not produce the expected postponement of responses to the last segment of the response-flow interval. Distinctive swimming patterns emerged, dissipated, and reappeared during baseline and treatment conditions. These findings confirm the aversive function of WFs for bettas and expand the generality of negative reinforcement phenomena using non-shock-based procedures with a less-frequently studied species. Further developments of the WFs paradigm show promise for replicating other aversive control phenomena (e.g., punishment), and analyzing spatiotemporal patterns produced by aversive contingencies.

Randomized Controlled Trial of Online Acceptance and Commitment Therapy for Fibromyalgia.

In this study, 67 participants (95% female) with fibromyalgia (FM) were randomly assigned to an online acceptance and commitment therapy (online ACT) and treatment as usual (TAU; ACT + TAU) protocol or a TAU control condition. Online ACT + TAU participants were asked to complete 7 modules over an 8-week period. Assessments were completed at pre-treatment, post-treatment, and 3-month follow-up periods and included measures of FM impact (primary outcome), depression, pain, sleep, 6-minute walk, sit to stand, pain acceptance (primary process variable), mindfulness, cognitive fusion, valued living, kinesiophobia, and pain catastrophizing. The results indicated that online ACT + TAU participants significantly improved in FM impact, relative to TAU (P <.001), with large between condition effect sizes at post-treatment (1.26) and follow-up (1.59). Increases in pain acceptance significantly mediated these improvements (P = .005). Significant improvements in favor of online ACT + TAU were also found on measures of depression (P = .02), pain (P = .01), and kinesiophobia (P = .001). Although preliminary, this study highlights the potential for online ACT to be an efficacious, accessible, and cost-effective treatment for people with FM and other chronic pain conditions. PERSPECTIVE: Online ACT reduced FM impact relative to a TAU control condition in this randomized controlled trial. Reductions in FM impact were mediated by improvements in pain acceptance. Online ACT appears to be a promising intervention for FM.

Analysis of the interaction between experimental and applied behavior analysis.

To study the influences between basic and applied research in behavior analysis, we analyzed the coauthorship interactions of authors who published in JABA and JEAB from 1980 to 2010. We paid particular attention to authors who published in both JABA and JEAB (dual authors) as potential agents of cross-field interactions. We present a comprehensive analysis of dual authors' coauthorship interactions using social networks methodology and key word analysis. The number of dual authors more than doubled (26 to 67) and their productivity tripled (7% to 26% of JABA and JEAB articles) between 1980 and 2010. Dual authors stood out in terms of number of collaborators, number of publications, and ability to interact with multiple groups within the field. The steady increase in JEAB and JABA interactions through coauthors and the increasing range of topics covered by dual authors provide a basis for optimism regarding the progressive integration of basic and applied behavior analysis.

Correspondences between the interactive alignment account and Skinner's in Verbal Behavior.

Pickering & Garrod's (P&G's) interactive alignment account corresponds directly with the account Skinner (1957) gave in his book Verbal Behavior. This correspondence becomes evident when "properties of verbal stimuli" substitutes for "channels of alignment." Skinner's account appears to have the dual advantages of requiring fewer basic terms and integrating the field of verbal behavior with the whole field of human behavior.

Analysis of proctor marking accuracy in a computer-aided personalized system of instruction course.

In a computer-aided version of Keller's personalized system of instruction (CAPSI), students within a course were assigned by a computer to be proctors for tests. Archived data from a CAPSI-taught behavior modification course were analyzed to assess proctor accuracy in marking answers as correct or incorrect. Overall accuracy was increased by having each test marked independently by two proctors, and was higher on incorrect answers when the degree of incorrectness was larger.

Feedback and its effectiveness in a computer-aided personalized system of instruction course.

In a computer-managed version of Keller's personalized system of instruction, students received frequent feedback from more advanced students within the course. Overall accuracy of student-provided feedback was 87%, and students complied with 61% of the feedback.