Decreasing Toe Walking with Differential Reinforcement of Other Behavior, Verbal Rules, and Feedback

In the scope of studies that investigate the effects of manipulation in verbal antecedents upon the related non verbal behavior, the present study evaluated the effect of differential reinforcement of one response class (choice of phrases about positive aspects about reading, interpreted as tacts with positive qualifying autoclitics) upon other class (the choice of reading behavior), reinforcing choices of phrases about positive aspects of reading and observing its effects upon the emission of reading behavior. It were registered activities and photographs chosen before and after the training. During training, four phrases appeared in a computer screen and just the choice of one of them (related to reading) was reinforced with points. The results indicated an augment of the choices in reading behavior as well as in the time of reading for the majority of the participants and an augment of the choices of choosing photographs related to reading, when compared to the results of the baseline. The results are interpreted according to behavior verbally governed.

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How an Understanding of Our Ability to Adhere to Verbal Rules Can Increase Insight Into (Mal)adaptive Functioning in Chronic Pain

Journal of Pain ◽

10.1016/j.jpain.2019.02.013 ◽

2019 ◽

Vol 20 (10) ◽

pp. 1141-1154 ◽

Cited By ~ 1

Author(s):

Melanie Beeckman ◽

Sean Hughes ◽

Ama Kissi ◽

Laura E. Simons ◽

Liesbet Goubert

Keyword(s):

Chronic Pain ◽

Adaptive Functioning ◽

Verbal Rules ◽

Insight Into

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Check-In/Check Out: Electronic Adaptation and Individual Progress Monitoring

Journal of Special Education Technology ◽

10.1177/0162643421994107 ◽

2021 ◽

pp. 016264342199410

Author(s):

Jordan Yassine ◽

Leigh Ann Tipton-Fisler

Keyword(s):

Performance Feedback ◽

Differential Reinforcement ◽

Research Evidence ◽

Progress Monitoring ◽

Middle School Student ◽

Teacher Ratings ◽

Ease Of Use ◽

Electronic Application ◽

Long Line ◽

And Performance

Check-in/Check-Out (CICO) has a long line of research evidence demonstrating its effectiveness in increasing prosocial behavior. The current paper demonstrated an electronic application of CICO utilizing Google Sheets® with teacher feedback. Google Sheets® offers an inexpensive, collaborative, and remote method for tracking behaviors. In the first study, 2,322 teacher ratings (from 38 teachers) were compared between traditional paper CICO forms or electronic Google Sheets®. Results found that teacher ratings were significantly more complete with the use of the electronic forms. In the second study, an electronic CICO form was used for progress monitoring and performance feedback with a middle school student. Through the form we were able to successfully track our participant’s behavior change in response to CICO with the combination of feedback and a differential reinforcement intervention. Social validity showed that overall teacher ratings were high with respect to ease of use, usefulness, cost-effectiveness, and convenience of the electronic Google Sheets®.

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