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Oliveira, Frédéric François da Fonseca. "A efetividade dos reforços positivos no alongamento." Bachelor's thesis, [s.n.], 2014. http://hdl.handle.net/10284/4323.
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Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciado em FisioterapiaObjetivo: Verificar se os reforços positivos promovem uma alteração no alongamento dos isquiotibiais e coluna lombar, incentivando assim a utilização destes na prática clínica. Métodos: É um estudo clínico experimental transversal, realizado com 48 participantes saudáveis (21.19 ± 1.44 anos de idade), distribuídos aleatoriamente por dois grupos: controlo e experimental. Todos os participantes realizaram o teste Sit and Reach duas vezes; No grupo experimental, no segundo teste, foram aplicados três reforços positivos. Resultados: No grupo controlo, entre o primeiro e o segundo alongamento, não se verificaram diferenças significativas. Já no grupo experimental, após ser fornecido o reforço positivo, observaram-se diferenças significativas em todos os grupos, tanto na totalidade da amostra (p < 0.001) como analisando por género (p = 0.003 no masculino; p = 0.002 no feminino), encontraram-se também diferenças significativas em quem pratica desporto (p = 0.018) e em quem não pratica desporto (p < 0.001). Conclusão: Observaram-se diferenças significativas quando o alongamento foi realizado na presença de reforços positivos, promovendo um aumento, independentemente do género e de ser praticante de actividade física. Objective: Verify if the positive reinforcements promotes a change in the stretching of the hamstrings and the low back, thus encouraging its use in clinical practice. Methods: It is a clinical study, performed with 48 healthy participants (mean age 21.19 ± 1.44 years), randomly assigned to one of two groups: control or experimental. Every participant performed the Sit and Reach test two times. The experimental group was given 3 positive reinforcements in the second test. Results: In the control group there were no statistically significant differences between the first and second stretches. In the experimental group, after positive reinforcement, there were significant differences in all groups, analyzing both in the total sample (p < 0.001) and by gender (p = 0.003 male; p = 0.002 female). There were also significant differences between those who practice sport (p = 0.018) and those who do not practice sport (p < 0.001). Conclusion: Significative diferences were observed when stretch was performed with positive reinforcements, promoting an increase in flexibility, independently of the gender or sport's practice.
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Morehead, Melissa L. "Shaping Cows' Approach to Humans Using Positive and Negative Reinforcement." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4730/.
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Negative reinforcement can be a powerful tool for behavior analysts, yet it is often overlooked as a treatment method. Pryor (1999) outlines a method for approaching a "timid" animal using a combination of negative reinforcement and positive reinforcement. When the animal stands still, the human operates a clicker, and then retreats from the animal. Gradually, the human moves closer to the animal through the clicking and retreating shaping process. Once the human is standing close enough, food may be offered as a positive reinforcer, and the negative reinforcer is canceled out. The purpose of this study was to experimentally demonstrate the click-retreat technique with cows. A multiple-baseline design across subjects was used to test this technique. Results show that the click and retreat technique was effective. Results are discussed in terms of the difference between the click-retreat technique and systematic desensitization.
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Murrey, Nicole A. Rosales-Ruiz Jesus. "The effects of combining positive and negative reinforcement during training." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3636.
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Kirby, Kevin W. "The effect of positive reinforcement on adolescent seat belt use." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002kirbyk.pdf.
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Murrey, Nicole A. "The Effects of Combining Positive and Negative Reinforcement During Training." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3636/.
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The purpose of this experiment was to compare the effects of combining negative reinforcement and positive reinforcement during teaching with the effects of using positive reinforcement alone. A behavior was trained under two stimulus conditions and procedures. One method involved presenting the cue ven and reinforcing successive approximations to the target behavior. The other method involved presenting the cue punir, physically prompting the target behavior by pulling the leash, and delivering a reinforcer. Three other behaviors were trained using the two cues contingent on their occurrence. The results suggest that stimuli associated with both a positive reinforcer and an aversive stimulus produce a different dynamic than a situation that uses positive reinforcement or punishment alone.
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Kunkel, Rebecca Ann. "Can Positive Reinforcement Overcome Fear? An Investigation of Competing Contingencies." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84232/.
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Escape maintained behavior in dogs is generally displayed by one of two behaviors-fleeing or aggression. Once aggression is negatively reinforced by the removal of the aversive stimulus, it is very difficult to eliminate from the organism's repertoire. Counterconditioning is the process of pairing a positive reinforcer with an aversive stimulus in the attempts that an organism will no longer exhibit fear responses in its presence. This process must be done gradually with small approximations. Many organisms have been trained to tolerate the presence of aversive stimuli via counterconditioning. However, this process can be time consuming and has inconsistent results. The purpose of this experiment was to monitor the effects of counter conditioning around an aversive stimulus while simultaneously training an identical behavior in the presence of a neutral stimulus. The results demonstrated that even though counterconditioning produced approach to the aversive stimulus the subject still exhibited numerous fear responses when results were compared to the control condition.
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Stallard, Anna. "Increasing the positive effects of negative feedback /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18539.pdf.
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Rose, Abigail Katherine. "The alcohol priming effect : the role of positive reinforcement and disinhibition." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427034.
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Isernia, Lindsay Taylor. "Impact of Training Method on Behavioral, Physiological, and Relationship Measures in Horses." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/101781.
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With a rise in concern for animal welfare, the equine world has started using positive reinforcement (R+); as such, horses often experience a combination of negative reinforcement (R-) and R+. I compared the effects of R- to a combination of positive and negative reinforcement (R-/R+) training. Horses were trained to walk across two visually discriminable liverpools (striped, Experiment 1; colored water, Experiment 2), each associated with either R- or R-/R+, and training type alternating across six days. I measured highest training criteria reached, prevalence of undesirable behaviors, salivary cortisol (pre- and post-training), time spent by the trainer in motionless human tests (pre- and post-training), and horses' preference for the two liverpools using concurrent choice. Across both experiments, I found no significant difference in the proportions of criteria reached between training types; horses engaged in mugging for longer periods of time in R-/R+ than R-; no significant difference between training types for the pre- to post-change of cortisol; a greater proportion of horses increased time spent with R-/R+ trainer than the R- trainer; and no difference between first choice in the preference test or time horses spent in proximity to the liverpool, based on the training type with which the liverpool was associated. Overall, I found few differences between R-/R+ and R-, which could be due to horses only having 30 min total training contact with either training, or my use of relatively low intensities of R- and R+.Master of Science
The equine world has started using positive reinforcement (R+), such as providing treats. Often horses experience a combination of negative reinforcement (R-) and R+, such as having rein pressure released and being given a treat. I compared effects of R- to a combination of positive and negative reinforcement (R-/R+) training. Horses were trained to walk across two visually distinct liverpools, a 1 m X 2.7 m shallow pool, (striped, Experiment 1; colored water, Experiment 2) each associated with either R- or R-/R+, and training type alternating across six days. I measured highest training level reached, occurrence of undesirable behaviors, salivary cortisol (a measure of stress), time spent by the trainer in motionless human tests, and horses' preference for the two liverpools. Across both experiments, I found no significant difference in the proportions of criteria reached between training types; horses investigated the trainer for treats for longer durations in R-/R+ than R-; no significant difference between training types for the pre- to post-change; a greater proportion of horses increased time spent with R-/R+ trainer than R- trainer; and no difference between first choice in the preference test or time horses spent in proximity to the liverpool, based on the training type with which the liverpool was associated. Overall, I found few differences between R-/R+ and R-, which could be due to horses only having 30 min total training contact with either training, or my use of relatively low intensities of R- and R+.
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Prentice, Ray (Grant Ray). "Effects of Positive Verbal Reinforcement on the Four Underlying Factors in Intrinsic Motivation." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc501188/.
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The study examined the effects of positive verbal reinforcement on intrinsic motivation by determining differential effects over four multidimensions of Ryan's Intrinsic Motivation Inventory (IMI). Subjects (N=60) were 30 male and 30 female college students. The subjects were blocked by gender and randomly assigned to a positive verbal reinforcement group or a control group. The subjects received 10 trials on the stabilometer. The results of the study indicated that there were significant group differences for composite intrinsic motivation and for perceived competence; however, there were no significant gender differences found. Furthermore, no group differences were reported for the underlying factors of interest/enjoyment, effort, or pressure/tension.
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Adams, Owen James. "The Effects of Contingency Type on Accuracy and Reaction Time." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248450/.
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Positive and negative reinforcement contingencies have been compared in terms of preference, but the differential effects of positive and negative reinforcement on reaction time and accuracy with other variables controlled remain unclear. Fifteen undergraduate students participated in a sound discrimination task that involved random mixed-trial presentations of positive and negative reinforcement contingencies. The participants' goal was to correctly identify whether the tone was shorter or longer than 600 milliseconds. On positive reinforcement trials, the participants received feedback and money tallies only if they identified the sound length correctly, with each correct response in the positive reinforcement trials earning the participant 10 cents. On negative reinforcement trials, the participants received feedback and money tallies only if they identified the sound length incorrectly, with incorrect trials subtracting 10 cents from the participants' total money (which began at $4.00 to equalize the weights of the positive and negative reinforcement contingencies). Accuracy analyses showed a relatively curvilinear relationship between the number of errors for each participant and the binned duration of the sound stimulus, with no differences across the positive and negative reinforcement conditions. Results also indicated weak linear negative correlations at the single subject level between comparison stimulus duration and reaction time, with similar slopes between positive and negative reinforcement trials, and strong curvilinear correlations at the group level, indicating differences between grouped and individual analyses. Overall our results appear to support abandoning the distinction between positive and negative reinforcement as two separate behavioral processes.
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Magoon, Michael Austin Newland M. Christopher. "Response-consequence contingency discriminability when positive and negative reinforcement compete in concurrent schedules." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/MAGOON_MICHAEL_57.pdf.
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Scott, Jon. "Using Self-Monitoring and Positive Reinforcement to Increase On-Task Behavior and Independence." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3686.
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Off-task behavior is a major challenge. Various interventions have addressed this problem. Self-monitoring interventions are very effective, including the MotivAider, a self-timer that silently signals the student to observe his/her own Academic Engagement Time (AET). Studies of the MotivAider have reported increased AET., (Legge, DeBar, & Alber-Morgan, 2010; Morrison, McDougal, Black, & King-Sears, 2014) systematically faded the MotivAider to sustain increased AET. The present study replicated and extended this research using a response-dependent fading (Fox, Shores, Lindeman, & Strain, 1984) of the MotivAider to sustain the observe AET of a 6th grade student with Learning Disabilities. A single subject reversal desig analyzed the effects of the MotivAider and fading. Compared to baseline, the MotivAider increased AET while its temporary removal resulted in decreased AET. The singnal was gradually faded with maintained AET within intervention levels. Social validity data is also presented and implications for further research and educational practice discussed.
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Lenord, Christiane. "“Positive action through positive reinforcement”: An example of performance-based music education in contrast to a reflection-based music lesson." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34613.
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This article deals with the differences of a performance-based approach of music education in the USA and a reflection-based approach in Germany. The lessons represent very different ways to reach students through music. The students respond either more enthusiastic or more rational, but always positively.
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Ferguson, Dawnery. "Loading the Problem Loader: The Effects of Target Training and Shaping on Trailer Loading Behavior of Horses in a Natural Setting." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2576/.
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The purpose of this study was to develop an effective method for trailer loading horses based on the principles of positive reinforcement. Target training and shaping were used to teach trailer loading behavior in a natural setting. Five AQHA mares were selected for this program. All five had been loaded before through the use of punishment. A two-horse trailer was used. Approximations to loading and inappropriate behaviors were the dependent variables. When intervention started the target was moved to various locations inside the trailer. Subjects started training on the left side of the trailer. After a subject was loading in the left side they were moved to the right side, then to loading half on the right and half on the left, then they were loaded by a different trainer, and into a different trailer. For one subject a limited hold was utilized, as well as a companion horse.
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Lambert, Joseph Michael. "Sensitivity of Human Choice to Manipulations of Parameters of Positive and Negative Sound Reinforcement." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1945.
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The purpose of this study was to determine whether altering parameters of positive and negative reinforcement in identical ways could influence behavior maintained by each in different ways. Three undergraduate students participated in a series of assessments designed to identify preferred and aversive sounds with similar reinforcing values. Following reinforcer identification, we conducted parameter sensitivity assessments for both positive and negative reinforcers. Parameter manipulations influenced behavior in the same way across reinforcement processes for two participants. However, for one participant, the way in which parameter manipulations influenced behavior differed according to the reinforcement process. Our results suggest that, for at least some individuals, positive and negative sound reinforcement processes do not influence behavior in identical ways. Clinical and theoretical implications are discussed.
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Clark, Julia E. "Positive Parenting, Conduct Problems, and Callous-Unemotional Traits." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2063.
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The current study tested the association of both positive and negative aspects of parenting with callous-unemotional (CU) traits and conduct problems. Caregivers of 92 kindergarteners were recruited to complete a series of survey measures. Overall, parent-report of negative parenting practices was not associated with teacher report of conduct problems. However, parent report of positive parenting practices (i.e., warmth, positive reinforcement, positive communication and cooperation) was negatively associated with conduct problems and CU traits. Interactions between positive parenting variables and CU traits in their association with conduct problems indicated that positive reinforcement related more strongly to lower levels of conduct problem behavior for youth with high levels of CU traits. However, positive communication and cooperation related more strongly to conduct problems for youth with lower levels of CU traits. These associations suggest that parenting may play a role in the development of CU traits and conduct problems.
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Andreu, Madison. "Using the Class Pass Intervention (CPI) for Children with Disruptive Behavior." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6168.
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The Class Pass Intervention (CPI) is designed for students who engage in escape-motivated problem behavior to avoid or escape difficult or aversive academic work and who are not responsive to the system-wide universal supports provided to all students. Research on the CPI is in its initial stages and requires replications to be proven effective in multiple settings and become evidenced-based. Therefore, the purpose of the study was to expand the literature on CPI by targeting elementary school students and assess its impact on decreasing disruptive behavior maintained by attention and on increasing academic engagement. The study involved 4 students with disruptive classroom behavior and low academic engagement and their 2 classroom teachers. A multiple-baseline design across participants was used to demonstrate the intervention outcomes. The intervention was implemented during a targeted routine or academic time period when behavior was most likely to occur. Results indicated that teachers implemented the CPI with high levels of fidelity, and their implementation was effective in increasing academic engagement and decreasing disruptive behavior with all participants. The intervention effects were maintained after undergoing fading for all 4 students and during 2-week follow-up for 2 students. The results of social validity assessments indicated students and teachers found the intervention to be acceptable and effective. Limitations and implications for future research are discussed.
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Woidneck, Michelle. "Exploring the Relation Between Office Discipline Referrals and Reinforcement Rates in Schoolwide Positive Behavior Support Programs." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/853.
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The implementation of schoolwide positive behavioral support (SWPBS) programs is becoming increasingly common in schools across the nation. Although a primary assumption of SWPBS is that schoolwide administration of positive supports to students who meet behavioral expectations will result in fewer behavior problems, surprisingly few studies have investigated the effects of various positive reinforcement rates (RR) on office discipline referral rates (ODR). This study investigated the relationship between RRs and ODRs among schools (N = 44) implementing SWPBS programs with high fidelity. Results revealed no significant differences in RRs or ODRs between Title I and non-Title I schools but did reveal a significant difference in the ratio of RRs to ODRs between the top and bottom ODR quartile schools. Overall, RRs were slightly associated with a decrease in ODRs. Results also suggested schools did not appropriately respond to schoolwide RR and ODR data. The present status of SWPBS data collection and utilization procedures is presented and practical implications are discussed.
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Brunelle, Caroline. "The role of alcohol-induced cardiac reactivity in addiction : investigations into a positive reinforcement pathway." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102482.
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Alcohol abuse is the second most prevalent lifetime psychiatric disorder. However, individuals do not face an equal risk of developing problematic alcoholrelated behaviors. Alcohol use disorders are heterogeneous conditions whose development may be caused by a variety of factors and vulnerabilities. The identification of markers of risk is necessary in order to identify individuals at higher risk for addiction early on as well as to help develop treatment interventions which target an individual's specific risk factors. The goal of the present dissertation is to increase our understanding of the role that one putative risk factor, an exaggerated cardiac response to alcohol, may play in the development of addictive behaviors. Five studies are reported.The first study revealed that an exaggerated heart rate response to alcohol is associated with subjective reports of increased alcohol-induced stimulation. In a second study, the relationship between the cardiac response to alcohol and personality characteristics was examined. Individuals who demonstrated the elevated cardiac response to alcohol displayed a distinct personality profile characterized by high sensation-seeking and sensitivity to reward. Two separate studies followed investigating the relationship between this physiological response to alcohol and other addictive behaviours. One study found that individuals with an exaggerated cardiac response to alcohol were more likely to obtain superior scores on a measure of pathological gambling, while the next study found that users of psychostimulants (e.g., cocaine) also displayed heightened alcohol-induced cardiac responses. A final study examined the impact of conditioned cues of reward and non-reward on alcohol-induced cardiac responses. Individuals who had previously displayed elevated cardiac responses to ethanol showed reduced cardiac reactivity when alcohol ingestion occurred in a non-rewarding environment. Overall, these findings suggest that the cardiac response to alcohol is a marker of a pathway that may lead to addictive behaviors through increased sensitivity to incentive reward.
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FRANKLIN, EMILY GRACE. "THE TRAINING OF NONHUMAN PRIMATES WITH POLE AND COLLAR FOR CHAIR WORK USING POSITIVE REINFORCEMENT." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612942.
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Nonhuman primates are used in laboratory research to advance our knowledge of behavior, disease, aging, memory, cerebral processes and much more. Research with primates may require physical restraint that allows the animal and handlers to safely perform specific tasks. Often, this means temporary restraint in a primate chair. In order to move a NHP between their home cage and a primate chair the pole and collar method is commonly used. A procedure in which a collar, often aluminum, is placed on the monkey and can be attached to a primate pole grasped by the handler. This allows controlled movement of the animal outside of their home cage. The many tactics for pole and collar training involve a varying mix of positive and negative reinforcement. Higher ratios of negative reinforcement than positive reinforcement can mean more stress for both the trainer and the trainee. Our goal was to show that mostly positive reinforcement, with very little negative reinforcement, is effective and timely for training the monkeys to enter the chair. We have broken down this training into 12 key steps. The three rhesus macaques from this study took an average of 28.7 training sessions to be fully chair trained.
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Rumberger, Jessica L. "The Effects of Interspersal and Reinforcement on Math Fact Accuracy and Learning Rate." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367938103.
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Gebhardt, Lynne A. "The effects of positive reinforcement within a computer-assisted instruction program on student achievement and attitude." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/170.
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Nishimuta, Maasa. "Equines Do Not Live for Grass Alone: Teaching Equines with Social Interaction." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703369/.
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Most horse training methods heavily rely on negative reinforcement and punishment. However, there is a movement in the horse community to utilize positive reinforcement to meet training goals. Although food has been used effective as a reinforcer with horses, social interaction has also been demonstrated to function as a positive reinforcer for animals. Utilizing social interaction as a reinforcer may lead to several benefits for both the trainer and animal. Some of the benefits can be improved relationships between animals and their caretakers and improved animal welfare. The purpose of this study was to apply Owens and Owens et al. previous research protocols to three equines to assess if social interaction, in the form of petting and gentle scratching, would function as a reinforcer. Using a changing criterion design, this study demonstrated that petting and gentle scratching could function as a reinforcer to teach three equines to stay and come in their natural environment.
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Bowell, Verity A. "Improving the welfare of laboratory-housed primates through the use of positive reinforcement training : practicalities of implementation." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/3442.
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Whilst there has been a recent increase in interest in using positive reinforcement training for laboratory-housed primates, there remains a reluctance to put into practice training programmes. Much of this reticence seems to stem from lack of expertise in the running of training programmes, and a perception that training requires a large time investment, with concurrent staff costs. The aim of this thesis was to provide practical recommendations for the use of training programmes in laboratories, providing primate users and carestaff with background information needed to successfully implement training programmes whilst improving the welfare of the animals in their care. Training was carried out with two species, cynomolgus macaques (Macaca fascicularis) and common marmosets (Callithrix jacchus) in three different research laboratories to ensure practicability was as wide ranging as possible. Training success and the time investment required were closely related to the primate's temperament, most notably an individual's willingness to interact with humans, in both common marmosets and cynomolgus macaques. Age and sex however had no effect on an individual's trainability. The training of common marmosets was more successful than that with cynomolgus macaques, possibly due to differences in early experience and socialisation. Positive reinforcement training helped both species to cope with the stress of cage change or cleaning, with the monkeys showing less anxiety-related behaviour following the training programme than before. Involving two trainers in the training process did not affect the speed at which common marmosets learned to cooperate with transport box training, but behavioural observations showed that initial training sessions with a new trainer led to animals experiencing some anxiety. This however was relatively transient. Whilst the training of common marmosets to cooperate with hand capture was possible, there seemed little benefit in doing so as the monkeys did not show a reduced behavioural or physiological stress response to trained capture as compared to hand capture prior to training. However strong evidence was found that following both training and positive human interactions the marmosets coped better with capture and stress was reduced. It is recommended that an increased use of early socialisation would benefit laboratory-housed primates, and would also help improve the success of training. Further, the time investment required shows that training is practicable in the laboratory for both species, and that positive reinforcement training is an important way of improving their welfare likely through reducing boredom and fear.
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Goncharsky-Hibbs, Amber Lynne. "Using Positive Reinforcement as an Intervention to Increase Breastfeeding for New Mothers in a Low-income Population." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/369959.
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Special EducationM.S.Ed.
According to professionals breastfeeding is the preferred method of providing nutrition for newborns worldwide. Breastfeeding rates among low-income mothers are very low due to the lack of support and early introduction of formula. The present study examined the effects of providing these mothers with reinforcement to encourage breastfeeding. The mothers tracked their feedings using a simple breastfeeding mobile application in order to receive reinforcement. The mothers were also offered breastfeeding support if they were having any difficulties. Keywords: breastfeeding, reinforcement, mobile application, support
Temple University--Theses
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Saconatto, André Thiago. "Análogos experimentais de reforçamento negativo em metacontingências." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/16694.
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The goal of this study was to create a experimental analogue of negative reinforcement in metacontingencies. To achieve this goal, were carried out two experiments which used academic students as participants which were distributed in generations of three subjects each and the most ancient one in the experimental session was exchanged by a naive one throughout the experiment and each exchange was caracterized as a generation change. Each participant had to perform a task, which was to insert numbers from zero to nine in the empty boxes on the program s screen. In the first experiment the points were obtained through positive reinforcement, the criterion to obtain points were that the sum of the numbers inserted by the participants with the numbers presented by the program resulted in a uneven number in each of the columns. The bonus operated in a negative reinforcement analogue, the criterion which avoided the bonus loss were that the sum of the numbers inserted by the participant, in the last two generations, a extinction phase was conducted. In the second experiment, the poins operated on negative reinforcement, the criterion which avoid the point loss were the same criterion which produced points in the first experiment. The bonus operated in a positive reinforcement analogue, the criterion which produced bonus was the same which avoided the bonus loss in the first experiment. The selection by/of metacontingencies occurred in the seventh generation on the first experiment and on the first generation on the second experiment. In both experiments in the extinction phases the interlocking contingencies which was selected did not occurred
O presente estudo teve como objetivo realizar um análogo experimental de reforçamento negativo em metacontingências. Foram realizados dois experimentos com participantes universitários que foram distribuídos em gerações de três participantes cada e o participante mais antigo na sessão experimental era substituído por um participante ingênuo ao longo do experimento, e cada troca caracterizava uma mudança de geração. A tarefa de cada participante era inserir números de 0 a 9 nas janelas vazias na tela do programa. No primeiro experimento os pontos eram obtidos via reforçamento positivo, o critério para obtenção de pontos era que a soma dos números inseridos pelos participantes com os apresentados pelo programa fosse um número ímpar em cada uma das colunas. O bônus funcionava em um análogo de reforçamento negativo, o critério para que o bônus não fosse perdido foi a soma dos números digitados pelo participante da linhagem da esquerda tinha que ser menor que a soma dos números digitados pelo participante da linhagem do centro que deveria ser menor que a soma dos números digitados pelo participante da linhagem da direita, nas duas últimas gerações foram realizados fases de extinção. No segundo experimento, os pontos funcionavam em reforçamento negativo, o critério que evitava a perda de pontos foi o mesmo critério que produzia os pontos no primeiro experimento. Os bônus eram obtidos por um análogo de reforçamento positivo, o critério para obtenção de bônus era o mesmo que evitava a perda de bônus no primeiro experimento, neste experimento também foram conduzidos fases de extinção nas últimas gerações. A seleção de\por metacontingências ocorreu na sétima geração no experimento 1 e na primeira geração no experimento 2. Em ambos os experimentos nas fases de extinção o entrelaçamento selecionado deixou de ocorrer
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Cooper, Sandra B. "The differential effects of positive verbal reinforcement and tangible rewards on the intrinsically motivated behaviour of preschool children /." Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09P/09pc778.pdf.
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Vorpahl, Cresse Merchant. "Use of Fading Procedures and Positive Reinforcement to Increase Consumption of Non-Preferred Food in a Child with Autism." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4446/.
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Traditionally children with developmental disabilities who develop feeding issues can be at great risk for malnutrition. Failure to eat adequate amounts of food and/or insistence on eating a limited range of foods can be detrimental to a child's health and can lead to other behavioral difficulties. Feeding problems are difficult to treat because high levels of physical prompting can quickly create an aversion to eating as well as cause stress for both parents and children. Behavioral problems that range from moderate to extremely maladaptive can ensue. The question the present study addressed was whether or not a treatment package including only positive reinforcement and fading for a non-preferred food would result in independent eating of the targeted non-preferred food.
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Sikora, Katherine Borokhovich. "The Effects of Self-Monitoring and Positive Reinforcement on the Diet and Exercise Habits of Young Males Diagnosed with Mental Retardation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282003008.
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Corpa, Joseph. "Reducing and Eliminating Persistent and Severe Aggression and Property Destruction with Consistently Contingent Positive Reinforcement for Instructional Compliance and Academic Behaviors." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1465314710.
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Azevedo, Patrícia Nogueira. "Análise do efeito de contingências de reforçamento positivo e controle aversivo sobre resposta de aritmética de crianças." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16746.
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Plan contingencies of reinforcement in the school context involves a number of variables that must be analyzed and taken into account. Therefore, invest in the analysis of contingencies that produce effective teaching that can assist teachers in the exercise of its function becomes essential. This work aimed to investigate the effects of contingencies of positive reinforcement and punishment / negative reinforcement on the answer of children in arithmetic activities. The participants were eight students of 1st and 2nd years of elementary school. To perform the experiment was developed a computer application, with which participants perform arithmetic accounts (addition or subtraction) of two digits, no loan. The participants were divided randomly into four groups of two participants each, which underwent four experimental conditions, two baselines - addition or subtraction operations without reinforcement - and two experimental conditions - Positive Reinforcement with addition operation or Positive Reinforcement with subtraction operation and Negative Reinforcement with addition operation or Negative Reinforcement with subtraction operation. The number of accounts held and the amount of hits and misses of each participant in each session were assessed. The results showed that both contingency positive reinforcement and negative reinforcement can produce changes in the answer of the participants, that is, children learn when subjected to two types of contingencies tested in this study, it is not possible to claim that one produces better results than the other in terms of student learning. There was also an increase in the number of hits as much as the addition of the subtraction operations independently of the contingency effect. Identifies the need for more work to research the relationship between teaching conditions and their products, which can help in the development of new teaching procedures that favor learning
Planejar contingências de reforçamento no contexto escolar envolve uma série de variáveis que devem ser analisadas e levadas em consideração. Para tanto, investir na análise de contingências que produzam ensino efetivo que possa auxiliar professores no exercício de sua função torna-se imprescindível. Este trabalho teve o objetivo de investigar os efeitos de contingências de reforçamento positivo e de punição/reforçamento negativo sobre o responder de crianças em atividades de aritmética. Participaram da pesquisa oito alunos de 1º e 2º anos do ensino fundamental. Para realização do experimento foi desenvolvido um aplicativo de computador, com o qual os participantes realizam contas aritméticas (operações de soma ou subtração) de dois dígitos, sem empréstimo. Os participantes foram divididos, de forma aleatória, em quatro grupos de dois participantes cada, que passaram por quatro condições experimentais, sendo duas linhas de base - Operações de Soma ou Subtração sem reforçamento - e duas condições experimentais - Reforçamento Positivo com Operação de Soma ou Reforçamento Positivo com Operação de Subtração e Reforçamento Negativo com Operação de Soma ou Reforçamento Negativo com Operação de Subtração. Foram avaliadas a quantidade de contas realizadas e a quantidade de acertos e erros de cada participante a cada sessão. Os resultados demonstraram que tanto contingências de reforçamento positivo quanto negativo podem produzir alterações no responder dos participantes, ou seja, as crianças aprendem quando submetidas aos dois tipos de contingências testadas neste estudo, não sendo possível a afirmação de que uma delas produza melhores resultados do que a outra em termos da aprendizagem dos alunos. Verificou-se, também, um aumento no número de acertos tanto nas operações de soma quanto de subtração, independentemente da contingência em efeito. Identifica-se a necessidade de mais trabalhos que pesquisem a relação entre as contingências de ensino e seus produtos, o que pode ajudar no desenvolvimento de novos procedimentos de ensino que favoreçam o aprendizado
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Dornbach-Bender, Allison. "Facets of Positive Affect and Risk for Bipolar Disorder: Role of the Behavioral Activation System." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062834/.
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Bipolar disorder is characterized by disruptions in mood and affect that occur not only during mood episodes, but during euthymic periods as well. At the same time, sensitivity of the behavioral activation system (BAS) has been implicated in the disorder and is a risk marker for it. Less clear is the relationship between BAS sensitivity and positive affect, particularly lower level facets of positive affect. The aim of the present study was to examine the relationship between positive affect and vulnerability for mania as assessed using BAS sensitivity. Specifically, the link between daily levels and fluctuations of positive affect and baseline BAS sensitivity was examined. Following the hierarchical model of affect, this study also assessed the relationship between BAS sensitivity and the distinct facets of positive affect. Finally, this study examined whether BAS sensitivity moderates associations between daily rewards and positive affect. Undergraduates (N = 265) from a large university in the South were recruited to complete measures of BAS sensitivity, affect, and mood symptoms at baseline. Using ecological momentary assessment (EMA), participants completed daily surveys assessing affect and engagement with rewarding situations. An exploratory factory analysis revealed a four factor structure of positive affect, consisting of Serenity, Joviality, Attentiveness, and Self-Assurance. Greater daily levels of overall positive affect, as well as the lower order facets of Joviality, Self-Assurance, and Attentiveness, were predicted by heightened BAS sensitivity. In contrast, the facet of Serenity demonstrated minimal associations with BAS sensitivity. The study findings support a multi-faceted structure of positive affect and suggest that certain facets may be more closely related to risk for bipolar disorder. Specifically, Joviality and Self-Assurance may represent maladaptive forms of positive affect, whereas Serenity may function as a protective element against bipolar disorder.
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Alves, Sara Margarida Farinha. "Treino de animais de zoo para procedimentos médicos." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/18011.
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O estágio curricular a que se refere o presente relatório, decorreu entre os dias 15 de setembro de 2014 e 15 de março de 2015 no Zoo da Maia. Este encontra-se dividido em duas partes: uma primeira que se refere à casuística observada durante os seis meses de estágios, e uma segunda parte composta por uma monografia sobre o tema “Treino de animais de Zoo para procedimentos médicos”, seguido da apresentação e discussão de um caso clínico sobre queratite num leão marinho.
O treino animal é uma área com cada vez mais importância na área de medicina de animais silváticos, e a sua aplicação facilita a realização de atos médicos assim como diminui a incidência de certas doenças causadas pelo stress da perseguição e captura de animais não treinados; Abstract: (Training of Zoo animals for veterinarian procedures)
The externship referred to in this report took place between September 15th 2014 and March 15th 2015 in Zoo da Maia. This report is divided in two parts: the first one regards the analyses of the cases observed during the six months of the externship; a second part comprises a monography on "Training of Zoo animals for veterinarian procedures", followed by the presentation and discussion of a case report of keratitis in a sea lion.
Animal training is an area of increasing importance in wildlife medicine, and its application facilitates the performance of medical procedures as well as decreases the incidence of certain diseases associated to stress caused by chase and capture of untrained animals.
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Valton, Vincent. "Impaired reinforcement learning and Bayesian inference in psychiatric disorders : from maladaptive decision making to psychosis in schizophrenia." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/21097.
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Computational modelling has been gaining an increasing amount of support from the neuroscience community as a tool to assay cognition and computational processes in the brain. Lately, scientists have started to apply computational methods from neuroscience to the study of psychiatry to gain further insight into the mechanisms leading to mental disorders. In fact, only recently has psychiatry started to move away from categorising illnesses using behavioural symptoms in an attempt for a more biologically driven diagnosis. To date, several neurobiological anomalies have been found in schizophrenia and led to a multitude of conceptual framework attempting to link the biology to the patients’ symptoms. Computational modelling can be applied to formalise these conceptual frameworks in an effort to test the validity or likelihood of each hypothesis. Recently, a novel conceptual model has been proposed to describe how positive symptoms (delusions, hallucinations and thought disorder) and cognitive symptoms (poor decision-making, i.e. “executive functioning”) might arise in schizophrenia. This framework however, has not been tested experimentally or against computational models. The focus of this thesis was to use a combination of behavioural experiments and computational models to independently assess the validity of each component that make up this framework. The first study of this thesis focused on the computational analysis of a disrupted prediction-error signalling and its implications for decision-making performances in complex tasks. Briefly, we used a reinforcement-learning model of a gambling task in rodents and disrupted the prediction-error signal known to be critical for learning. We found that this disruption can account for poor performances in decision-making due to an incorrect acquisition of the model of the world. This study illustrates how disruptions in prediction-error signalling (known to be present in schizophrenia) can lead to the acquisition of an incorrect world model which can lead to poor executive functioning or false beliefs (delusions) as seen in patients. The second study presented in this thesis addressed spatial working memory performances in chronic schizophrenia, bipolar disorder, first episode psychosis and family relatives of DISC1 translocation carriers. We build a probabilistic inference model to solve the working memory task optimally and then implemented various alterations of this model to test commonly debated hypotheses of cognitive deficiency in schizophrenia. Our goal was to find which of these hypotheses accounts best for the poor performance observed in patients. We found that while the performance at the task was significantly different for most patients groups in comparison to controls, this effect disappeared after controlling for IQ in one group. The models were nonetheless fitted to the experimental data and suggest that working memory maintenance is most likely to account for the poor performances observed in patients. We propose that the maintenance of information in working memory might have indirect implications for measures of general cognitive performance, as these rely on a correct filtering of information against distractions and cortical noise. Finally the third study presented in this thesis assessed the performance of medicated chronic schizophrenia patients in a statistical learning task of visual stimuli and measured how the acquired statistics influenced their perception. We find that patient with chronic schizophrenia appear to be unimpaired at statistical learning of visual stimuli. The acquired statistics however appear to induce less expectation-driven ‘hallucinations’ of the stimuli in the patients group than in controls. We find that this is in line with previous literature showing that patients are less susceptible to expectation-driven illusions than controls. This study highlights however the idea that perceptual processes during sensory integration diverge from this of healthy controls. In conclusion, this thesis suggests that impairments in reinforcement learning and Bayesian inference appear to be able to account for the positive and cognitive symptoms observed in schizophrenia, but that further work is required to merge these findings. Specifically, while our studies addressed individual components such as associative learning, working memory, implicit learning & perceptual inference, we cannot conclude that deficits of reinforcement learning and Bayesian inference can collectively account for symptoms in schizophrenia. We argue however that the studies presented in this thesis provided evidence that impairments of reinforcement learning and Bayesian inference are compatible with the emergence of positive and cognitive symptoms in schizophrenia.
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Thomas, Elizabeth Lord. "The Effect of Teacher Approval/Disapproval on Students' On-Task Behaviors in a Selected Beginning Strings Class." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500691/.
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The present study explored whether (a) positive or negative reinforcement would produce higher percentages of on-task student behavior at set timed intervals, (b) positive, negative, or total reinforcement would increase student attentiveness after reinforcement, and (c) if natural fluctuations in teacher approval/disapproval would have any bearing on percentages of student attentiveness. Findings of the 15-day study concluded that (a) positive reinforcement maintained significantly higher levels of student attentiveness over negative reinforcement, (b) negative reinforcement did not significantly lower percentages of student attentiveness, and (c) natural fluctuations in rates of teacher approval/disapproval had no apparent effect on the amount of on-task behavior in the beginning strings class.
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Wilcox, Catherine C. "Evaluating the effects of a reinforcement system for students participating in the Fast Forword language program." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002238.
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Jones, Lindsey. "A parent training program combining discrete trial training and incidental teaching in the home environment." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003113.
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Zuniga, Andrea N. "Using Class Pass Intervention (CPI) to Decrease Disruptive Behavior in Children." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7994.
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Finding of previous research has shown that disruptive behavior can impair students’ academic success (Pierce, Reid, & Epstein, 2004), as well as increase teacher’s stress level (Westling, 2010). Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement, however, thus far research on the effects of CPI has been limited to typically developing elementary and high school students with escape and attention-maintained problem behaviors. Therefore, the purpose of this study was to replicate and extend previous research on the effects of CPI on problem behavior and academic engagement however with students whose problem behavior was multiply-maintained. The study used a multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in problem behavior and increase in academic engagement for two students with ADHD and one student at risk of ADHD, all of whom engaged in problem behavior maintained by escape, access to attention, or both. In addition, results of a social validity assessment completed with teachers and students indicated that the intervention was effective and easy, respectively.
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Haines, Linda S. "Training children's Sunday School teachers in positive reinforcement and extinction techniques to improve classroom behavior at the First Baptist Church of Macclenny, Florida." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
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Cayer, Krista Stinson. "Creating Positive Experiences: Increasing Parent Participation In A Low Income Elementary School." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000116.
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Mangus, Dax L. "Reducing Reliance on Supplemental Winter Feeding in Elk (Cervus canadensis): An Applied Management Experiment at Deseret Land and Livestock Ranch, Utah." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/951.
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Wildlife managers have fed elk in North America for nearly 100 years. Giving winter feed to elk can compensate for a shortage of natural winter range and may boost elk populations while also helping prevent commingling with livestock and depredation of winter feed intended for livestock. In contrast to these benefits of supplemental feeding, there are economic and environmental costs associated with feeding, and elk herds that winter on feeding grounds have a higher risk of contracting and transmitting disease. Brucellosis is of primary concern now, and Chronic Wasting Disease may be in the future. Many see the discontinuation of winter-feeding programs as a necessary step for decreasing the risk of disease spread due to high animal densities associated with feeding during winter. My research evaluated the use of behavioral training to reduce reliance on supplemental winter feeding of elk, while minimizing population reductions and human-wildlife conflicts. My study was conducted at Deseret Land & Livestock (DLL) in Rich County, UT, where managers at DLL have over 20 years of data on elk feeding during winters of varying intensities. I tested the effectiveness of range improvements, strategic cattle grazing, dispersed supplemental feeding, hunting, and herding to distribute and hold elk in desired areas during winter. I compared elk numbers on the feed ground during this study with historic data on DLL, and also contrasted elk responses with other comparable feed sites in Wyoming that served as controls. In 2 mild winters we completely eliminated elk feeding without incident and were able to reduce the quantity and duration of feeding during 1 severe winter. Since the conclusion of my study, DLL has further reduced quantity and duration of feeding during severe winters, and has completely eliminated feeding in light winters. Based on a Before After Control Impact (BACI) analysis, the reduction in the proportion of the elk population fed at the study site was significantly less than the proportion of the elk populations fed at the control sites in Wyoming (P = 0.057). Based on these results, I anticipate wildlife managers can decrease dependence on costly supplemental winter feeding and reduce the risks of disease while keeping human-wildlife conflicts at a minimum. This research illustrates an adaptive method that can enable wildlife managers to keep elk populations in northern Utah at or near their current size, while constraining disease outbreak and transmission risks within "acceptable" levels.
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Oliveira, Emileane Costa Assis de. "Investigação longitudinal dos efeitos de diferentes contingências com estímulos apetitivos e aversivos sobre o desamparo aprendido." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-12062008-123141/.
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A hipótese do desamparo aprendido foi apresentada por Seligman & Maier em 1976 com uma suposta generalidade para todas as condições de estímulo, aversivos ou não e também como um modelo explicativo para a depressão humana. Esta proposição permitiu algumas manipulações experimentais no sentido de reverter o efeito do desamparo, utilizando, inclusive, reforçamento positivo na fase de \"terapia\". A partir dessas questões, o presente trabalho investigou: (a) se animais que apresentaram desamparo em teste de fuga também apresentam dificuldade de aprendizagem reforçada positivamente, envolvendo ou não controle de estímulos; (b) se a exposição ao reforço positivo elimina o desamparo e (c) se o desamparo interfere na resistência à mudança, medida sobre uma segunda aprendizagem discriminativa, reforçada positivamente, que envolve inversão do controle de estímulos. Ratos foram expostos a choques controláveis (C), incontroláveis (I) ou nenhum choque (N), e posteriormente submetidos ao teste de fuga. Foram selecionados três grupos (n=4) de animais que apresentaram desamparo (grupo I) ou aprendizagem de fuga no teste (grupos C e N). Em seguida, todos foram submetidos a (1) reforçamento positivo da resposta de pressão à barra (modelagem, CRF e 10 sessões de treino discriminativo FR/extinção), (2) re-teste de fuga, (3) 10 sessões de treino discriminativo com inversão dos estímulos sinalizadores. Outros quatro animais receberam apenas as sessões de reforçamento positivo. Obteve-se que todos os sujeitos aprenderam igualmente a discriminação e sua reversão, e que 3/4 dos animais do grupo I mantiveram o desamparo no segundo teste de fuga. Esses resultados indicam que o desamparo não se generalizou para a aprendizagem reforçada positivamente e que a exposição ao reforçamento positivo não aboliu o desamparo para a maioria dos sujeitos. Os dados foram discutidos considerando-se o efeito seletivo do desamparo, que ocorre apenas frente a algumas contingências, mas não a todas. Quanto ao fato da \"terapia\" com reforço positivo não ter modificado a dificuldade de aprender uma resposta mediante reforçamento negativo isso sugere que, se o desamparo decorre da aprendizagem de impossibilidade de controle sobre o ambiente, essa aprendizagem não abrange todos os estímulos do ambiente de forma generalizada, mas apenas a uma (ou algumas) determinada classe de estímulos. A identificação das características que definem essa(s) classe (ser choque, ser aversivo ou outras) também deve ser objeto de futuras investigações.The learned helplessness hypothesis was put forward by Seligman & Maier in 1976 under the assumption of generality among all stimulus conditions, aversive or otherwise, and as an explanatory model of human depression. This proposition allowed for some experimental manipulations aimed at reversing the effect, using, among others things, positive reinforcement during a \"therapy\" phase. With that in mind, the present research attempted to investigate whether: (a) animals that showed signs of helplessness in an escape test also show a learning deficit with positive reinforcement, whether or not involving stimulus control; (b) the exposure to positive reinforcement may cancel out helplessness and (c) helplessness interferes with resistance to change, measured during a second, positively reinforced, discrimination learning (reversal). Rats were first exposed to controllable (C), uncontrollable (I) or no shocks (N) and then to an escape test. Three groups (n=4) were selected: one that displayed helplessness (group I) and two that learned to escape (groups C and N). After that, all subjects were exposed to (1) positive reinforcement of lever pressing (shaping, CRF and ten sessions of discrimination between FR and extinction), (2) the same escape test, (3) ten sessions of discrimination learning with reversed discriminative stimuli. Other four animals were exposed only to sessions of positive reinforcement. All animals learned discrimination and reversal, and three out of four animals of group I remained helplessness in the second escape test. These results suggest that helplessness did not generalize to a positively reinforced task and that exposure to positive reinforcement did not cancel out helplessness for most subjects. Results are discussed considering the selective effect of helplessness, which occurs under some conditions, but not under all. The fact that therapy with positive reinforcement did not reduce the learning deficit observed with negative reinforcement suggest that if helplessness result from learning that it is impossible to control the environment, this knowledge does not include all stimuli in a generalized manner, but only one (or some) certain stimuli class. The identification of the characteristics that define these classes (electric shocks, aversive stimuli, among others) should also be the purpose of future research.
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Swift, Stevie-Marie. "Altering a Secondary Tier Intervention to Examine the Effects of Negative Reinforcement Contingencies on Elementary School Students." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4234.
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Problem behaviors in the school setting have become more frequent as well as challenging for teachers and faculty to decrease while attempting to help their students attain their academic goals. Within the last decade, school-wide positive behavior support (SWPBS) has become more widespread as an evidence-based practice within the school system. SWPBS uses a multi-tiered support structure in order to affect behavior change across an entire school population. Several common secondary interventions have been utilized with high success rates. However, the research conducted thus far using the Check-In/Check-Out (CICO) program, a secondary intervention, has shown a lesser degree of success in behavior change with those students whose problem behavior is maintained by negative reinforcement or escape from aversive tasks. The current study examined the effects of the CICO program, adapted to address negative reinforcement contingencies. Using a multiple baseline across participants design, students in this study were exposed to a modified CICO intervention strategy in which problem behaviors, specifically related to the escape function as determined by a routine analysis, were targeted for reduction while academic engagement were targeted for acquisition. Results provided reductions in problem behaviors and an overall increase in academic engagement across participants with teacher implementers indicating the modified CICO program as feasible and acceptable. Implications for future research are discussed.
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Bachmeyer, Melanie Hope. "An evaluation of motivating operations in the treatment of food refusal." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/637.
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Previous research on the assessment of pediatric feeding disorders has shown that negative reinforcement (escape) plays a major role in the maintenance of food refusal and that escape extinction (EE) may be necessary in the treatment of severe food refusal. The current study examined the influence of two potential motivating operations (MOs) on escape from bite presentations for 3 children with severe food refusal: (a) noncontingent positive reinforcement (NCR) and (b) food satiation (as a result of enteral nutritional support). The abolishing effects of NCR on negative reinforcement for refusal behaviors were demonstrated in Experiment 1 when escape was allowed for food refusal and in Experiment 2 during demand fading across a hierarchy of bite placements. The interactive effects of NCR and food satiation on negative reinforcement for escaping bite presentations (within a hierarchy of bite placements) were demonstrated in Experiment 3. NCR abolished escape as a reinforcer and food satiation established escape as a reinforcer. The combined MO effects of NCR and food deprivation resulted in decreased refusal behaviors and increased acceptance across all bite placements in Experiment 3 even though escape was allowed. Results extend the existing bodies of literature on the competition between positive and negative reinforcement and the effects of specific biological conditions on escape-maintained behavior. Implications for treatment and future research are discussed.
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Colvin, Ayris Bonet. ""Spare the Rod and Teach the Child" Exploring Alternative Approaches to Punishment in a Third Grade Jamaican Classroom." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/202682.
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Urban EducationEd.M.
Corporal punishment is a common practice that has been employed in classrooms in Jamaica for many years. This practice, as it is used to manage classroom behavior, although viewed as valuable by some, presents extremely detrimental effects. This study outlines positive approaches to classroom management to provide Jamaican classrooms with alternatives to corporal punishment. This is done by investigating the effectiveness of two Applied Behavior Analysis techniques, the Good Behavior Game and Differential Reinforcement of Low Rate Response, on disruptive behavior in a third grade classroom in a rural school in Jamaica. Results from the implementation of both procedures display positive outcomes and reveal that positive approaches to classroom management are effective in improving disruptive behavior. These procedures demonstrate the effectiveness of promoting positive behavior and refrain from utilizing corporal punishment. Such strategies also motivate students, increase instructional time, are cost efficient, and can be easily implemented by teachers.
Temple University--Theses
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Mitchell, Angelique. "Student and Teacher Perceptions of the Effectiveness of Positive Behavioral Interventions and Supports in a Metropolitan Atlanta Elementary School." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/79.
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The goal of this study was to ascertain student and teacher perceptions of positive behavioral interventions and supports (PBIS) effectiveness as based on PBIS tiers and other select variables: school discipline, school safety, school climate, student acceptance of PBIS reward system and administrators’ implementation of PBIS policy. Through a Pearson r correlation, analysis of variance (ANOVA), and regression test based on survey results, this study revealed which variables have the greatest significance on PBIS effectiveness. Based on the findings, it was concluded that all variables: school discipline, school safety, school climate, student acceptance of PBIS reward system had a significant effect. Qualitative data of this study supported the findings of the strategical results. Also, it is noted that administrators’ implementation of discipline policy shown to be significant as a result of the qualitative data. Recommendations were suggested for school leaders, district leaders, policy makers and future research.
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Soares, Luciana Martins. "COMPORTAMENTO MOTOR NA POSTURA SENTADA EM CRIANÇAS COM PARALISIA CEREBRAL: APLICAÇÕES DO CONCEITO NEUROEVOLUTIVO BOBATH ASSOCIADO OU NÃO À INTERVENÇÃO FAMILIAR E/OU AO REFORÇO POSITIVO." Pontifícia Universidade Católica de Goiás, 2007. http://localhost:8080/tede/handle/tede/3088.
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Previous issue date: 2007-01-30The aim of this work was to evaluate the application of a protocol of ambulatorial intervention, based in the Bobath neuro-developmental concept, associate or not it domiciliary intervention and/or use of positive reinforcement in twelve children with cerebral palsy level I, III and IV of the GMFCS (System of classification of the gross motor function). They had been used, the GMFM (Measure of gross motor function) and the postural evaluation, for evaluation of the children. The study it occurred in a period of six weeks. The final result showed that had positive answer the application of the protocol of ambulatorial intervention it independently of the type of association. The association of the protocol with the domiciliary intervention showed was better. Already the results of the association of the positive reinforcement to the interventions had not been conclusive.
O objetivo desse trabalho foi avaliar a aplicação de um protocolo de intervenção ambulatorial, baseado no conceito neuroevolutivo Bobath, associado ou não a intervenção domiciliar e/ou uso de reforço positivo em doze crianças com paralisia cerebral nível I, III e IV do GMFCS (Sistema de classificação da função motora grossa). Foram utilizados, o GMFM (Medida de função motora grossa) e a avaliação postural, para avaliação das crianças. O estudo ocorreu num período de seis semanas. O resultado final mostrou que houve uma resposta positiva na aplicação do protocolo de intervenção ambulatorial independentemente do tipo de associação. A associação do protocolo com a intervenção domiciliar mostrou o melhor resultado. Já os resultados da associação do reforço positivo às intervenções não foram conclusivos.
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Yamada, Marcos Takashi. "Manutenção e extinção da variabilidade comportamental em função de diferentes contingências de reforçamento." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-16062008-074129/.
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O objetivo desse trabalho foi (1) comparar a variação comportamental controlada por duas diferentes contingências de reforçamento positivo (LAG e RDF), (2) observar se a ordem de exposição a essas contingências interfere na instalação e na manutenção da variabilidade, e (3) verificar como a extinção interfere no padrão de variabilidade e sua reinstalação Treze ratos foram divididos em dois grupos, que diferiam entre si devido à ordem de exposição a duas contingências (LAG 5 e RDF), em um procedimento ABACA, onde A foi a primeira contingência de reforçamento em vigor, B a segunda e C extinção. A variabilidade foi analisada sobre seqüências de quatro respostas de pressão a duas barras. Os resultados mostraram que ambas as contingências produziram variabilidade comportamental, sendo os maiores níveis de variação obtidos em RDF, independente da ordem de exposição. A extinção produziu níveis de variabilidade diferentes de acordo com a história de reforçamento dos sujeitos, com um pequeno aumento da variabilidade nos sujeitos expostos a LAG 5. O padrão na fase final não foi afetado pela extinção, sendo típico da contingência em vigor. Esses resultados indicam uma fina sensibilidade aos graus de exigência de variação das contingências, sem interferência da ordem de exposição ou da extinção, quando há uma contingência estabelecida, porém na ausência de contingência (extinção) há um maior controle da história previa de reforçamento nos sujeitos.The purpose of the present work was to (1) compare the behavioral variability controlled by two different contingencies of positive reinforcement (LAG and RDF), (2) examine whether the order of these contingencies interferes on variability acquisition and maintenance, and (3) establish how extinction intervenes in the pattern of variability and its reacquisition. Thirteen rats were divided into two groups that differed from each other in relation to the order of exposure to two contingencies (LAG 5 and RDF) in an ABACA procedure, where A stood for the first contingency of reinforcement in effect, B for the second and C for the extinction. The variability was evaluated over sequences of four press responses on two levers. The results reveal that both contingencies produced behavioral variability, with the highest levels of variation detected in RDF, whichever the order of exposure. The extinction generated different levels of variability according to the subjects\' reinforcement history, with a small increase in variability in subjects exposed to LAG 5. The pattern in the latest phase was not affected by extinction, being typical of the contingency in effect. These results suggest an acute sensitivity to the variability requirement levels of contingencies, without interference of exposure order or extinction when there is a contingency established. However, in the absence of contingency (extinction) there is a highest control by its previous reinforcement history.
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Sheeley, Wesley J. "An Investigation of Two Class-Wide Interventions for Student Desk Organization." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1299180216.
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