RESUMEN
The American Academy of Pediatrics (AAP) recommends that infants spend supervised time in the prone (tummy) position to foster motor development and prevent cranial deformities. However, infants may not tolerate the position, and consequently, caregivers may avoid placing their infants in the prone position. The AAP recommends that caregivers provide toys or interaction during tummy time. We evaluated the individual and combined effects of a play mat and experimenter interaction on negative vocalizations and head elevation during tummy time-positive effects were limited. Next, we evaluated a parent-led intervention wherein mothers interacted with their infants, using a toy, while lying chest-to-chest. This intervention was associated with a reduction in negative vocalizations and an increase in head elevation for the majority of infants. Additionally, mothers rated the effectiveness of the parent-led intervention more favorably than the experimenter-led intervention, suggesting the effects of the parent-led intervention were also socially valid.
Asunto(s)
Desarrollo Infantil , Relaciones Madre-Hijo/psicología , Madres , Juego e Implementos de Juego/psicología , Posición Prona , Cuidadores/psicología , Femenino , Humanos , Lactante , Masculino , Madres/psicologíaRESUMEN
Predictions made under low response requirements inherent in most preference assessments (PAs) do not guarantee the utility of stimuli in treatments. We examined whether PA rank would predict how well stimuli supported compliance for children with escape-maintained problem behavior by examining the relation between PA rank and demand elasticity across five fixed-ratio values. Three patterns were observed: All stimuli were selected equally across values, higher ranked stimuli were selected more at higher values, and something other than the highest ranked stimulus was selected more at higher values (i.e., mixed correspondence).
Asunto(s)
Preferencias Alimentarias/psicología , Problema de Conducta/psicología , Conducta de Elección , Femenino , Humanos , Masculino , Esquema de Refuerzo , Refuerzo en PsicologíaRESUMEN
Transitions from one activity to another may evoke problem behavior from individuals with intellectual disabilities. One explanation for the occurrence of problem behavior could be the change in relative densities of reinforcement between the two activities. We conducted a descriptive assessment of problem behavior with four children during transitions to and from several different contexts. We observed that, in most cases, the probability of problem behavior was greater during a transition to an activity with a lower density of reinforcement than during a transition to an activity with a higher density of reinforcement. We discuss our findings in terms of problem behavior associated with transitions in activities with different reinforcer densities, as well as the possibility that the problem behavior may be associated with shifts in motivating operations.
Asunto(s)
Trastornos de la Conducta Infantil/diagnóstico , Trastornos de la Conducta Infantil/etiología , Discapacidades del Desarrollo/complicaciones , Discapacidad Intelectual/complicaciones , Problema de Conducta , Niño , Discapacidades del Desarrollo/diagnóstico , Femenino , Humanos , Masculino , Probabilidad , Refuerzo en Psicología , Grabación en VideoRESUMEN
Differential-reinforcement-of-low-rate (DRL) schedules are used to decrease the overall rate of, but not eliminate, a target response. Two variations of DRL, spaced-responding and full-session, exist. Preliminary comparative analyses suggest that the two schedules function differently when unsignaled. We compared response rates under these two DRL variations with and without signals. In Experiment 1, five preschool students played a game in which points were earned under DRL schedules. In some sessions, a stimulus signaled when responses would be reinforced (S+) or not reinforced (S-). In others, only an S- was present. Signals (S+/S-) facilitated and maintained responding in both types of DRL schedules. In Experiment 2, we modified the signals with five different preschoolers. Instead of an S- only, we did not present any signals. Elimination and high variability of the target response were observed with the S- only and absence of S+/S-, respectively. Signaled DRL schedules are recommended for application.
Asunto(s)
Condicionamiento Operante/fisiología , Señales (Psicología) , Esquema de Refuerzo , Refuerzo en Psicología , Preescolar , Extinción Psicológica , Femenino , Juegos Experimentales , Humanos , Masculino , Factores de TiempoRESUMEN
The purpose of this study was to assess the effects of extinction when the reinforcer was present versus absent. These effects were examined with 2 human operant procedures (i.e., a computer program and a mechanical apparatus) with college students as participants. Discriminable properties of the apparatus appeared to influence responding during extinction. In general, responding during extinction was less likely with the mechanical apparatus when the reinforcer was absent and more likely with the computer program.