On the Relation Between Variability and Creativity: A Summary of Early Work and Advancements from Applied Research

Creativity, or the generation of previously unobserved behavior, is a topic of interest to scientists and the general public alike. Researchers outside behavior analysis have focused on creativity as a trait of individuals. Behavior analysts, however, have focused on the variables that give rise to novel responses. Initial conceptual work examined specific environmental variables that may promote creativity. Subsequent conceptual work examined the role of the response class and the selective nature of reinforcement. As this conceptual work progressed, researchers began evaluating variables that affect response variability, a potentially critical component of variability. Most basic researchers, and some applied researchers, have focused on response sequences. Although this work has proven fruitful in understanding response variability as an operant dimension, these limited response classes have prevented a more robust understanding of variability and novelty. Following the development of the lag schedule, applied researchers began using lag schedules to increase complex behavior behavior such as responses to questions, social skills, and martial arts skills. This applied work has provided intriguing evidence that variability, and environmental influence of variability, is a key contributor to novel responding, thus bringing creativity well into our scientific understanding of behavior.

The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability

Five participants with autism spectrum disorder (ASD) between the ages of 10 and 14 years attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills with concurrent replication across participants was utilized to assess the effects of social skills training using multiple exemplars and lag schedules on social skill variability. Prior to intervention, participants demonstrated low levels of skill accuracy and appropriate variability. Training with one and three exemplars of target skills without lag schedules resulted in no to small increases in appropriate variability, despite increases in skill accuracy. Following introduction of lag schedules, substantial increases were observed. Post-intervention rating scales completed by parents of participants indicated improvements in social functioning and reductions in repetitive behavior.