Valeri Farmer-Dougan

Reinforcement in Applied Settings: Figuring Out Ahead of Time What Will Work

This article reviews the practical value of conceptual attempts to specify the circumstances of reinforcement ahead of time. Improvements are traced from the transituational-reinforcer approach of Meehl (1950), through the probability-differential model of Premack (1959, 1965), to the response deprivation and disequilibrium approach (Timberlake, 1980, 1984; Timberlake & Allison, 1974). The application value of each approach is evaluated on the grounds of simplicity, accuracy, and adaptability. The article shows that the disequilibrium approach accounts for and extends current empirically driven techniques of reinforcement control and examines some of its limitations. The disequilibrium approach clarifies how current knowledge can be used to predict more accurately the circumstances of reinforcement and invites the collaboration of applied and basic research in its further development.

Reliability and Validity of Play‐based Observations: relationship between the PLAY behaviour observation system and standardised measures of cognitive and social skills

Abstract Little, if any, examination of the reliability and validity of play‐based assessment exists in the current literature. Thus, the present study specifically examined the relationship between scores obtained on a classroom‐based play observation system and standardised measures of cognitive and social competence with preschool children. High reliability between observers was established for the play‐based assessment measure. In addition, concurrent validity was assessed by comparing scores on the PLA Y assessment measure with scores the children obtained on the Battelle Developmental Inventory (BDI) and Social Skills Rating Scale (SSRS‐T). Significant positive correlations in the predicted directions were obtained: Children rated as more cognitively and socially competent were found to engage in higher levels of play behaviours (e.g. associative‐constructive and co‐operative‐dramatic), while children identified as less cognitively and socially competent engaged in lower levels of play behaviours (e...

Brain-(Not) Based Education: Dangers of Misunderstanding and Misapplication of Neuroscience Research.

Oversimplification or inappropriate interpretation of complex neuroscience research is widespread among curricula claiming that brain-based approaches are effective for improved learning and retention. We examine recent curricula claiming to be based on neuroscience research, discuss the implications of such misinterpretation for special education, how neuroscience actually supports many traditional teaching methods, and suggest ways to foster more accurate understanding of neuroscience research and its potential for application in the special education classroom.

Peer‐prompted Social Skills: the role of teacher consultation in student success

ABSTRACT A peer‐prompted social skills programme was introduced to two teachers in a local Head Start preschool programme, and changes in standardised social skills, observed play and problem behaviours were examined. The first teacher was given continuing classroom consultation and training directly addressing the use of the social skills programme. The second teacher was given an equivalent amount of consultation, but no consultant‐initiated efforts were made to support the use of the programme. Significant improvement in standardised measures of social skills and observed levels of associative/co‐operative play behaviour were found only in the skill‐specific consultation classroom. No changes were found for problem behaviour for either classroom. The data suggest that reinforcing the children for appropriate social interactions is not sufficient. Rather, peer support and consultation must be available for the teacher to produce significant changes in the childrens behaviour.

Behavioral contrast in pigeons and rats: A comparative analysis

The effects of reinforcement rate on behavioral contrast were examined in pigeons and rats. Each species was exposed to a series of 12 multiple variable-interval schedules, divided into four 3-schedule series. Each series consisted of a standard contrast manipulation, and baseline schedules provided a different rate of reinforcement in each of the series. The functions relating reinforcement rate to the magnitude of contrast were different across species. Rats showed a U-shaped function, with reliable contrast occurring only at high reinforcement rates. Pigeons showed an inverted U-shaped function, with contrast occurring on all schedules except the schedule providing the lowest rate of reinforcement. Pigeons discriminated between schedule components better than rats did, although differences in discrimination were probably not responsible for the differences in contrast. The results suggest that behavioral contrast in rats may be a different phenomenon from behavioral contrast in pigeons. The results cannot be explained by current theories, which view contrast as the product of a single general process.

Effect of aging on anticonflict and CNS depressant activity of diazepam in rats

Male Fischer 344 rats were examined for an age-dependent sensitivity to the anticonflict and central nervous system (CNS) depressant effects of diazepam. A conflict paradigm was used to measure the ability of single intravenous injections of diazepam to attenuate punishment-induced suppression of behavior and to elicit CNS depression in young, mature, and senescent rats. Senescent rats had the lowest behaviorally active threshold dose. However, diazepam at the behaviorally active threshold dose produced a simultaneous increase in punished and unpunished responding in all three age groups. Punished responding was increased more and over a wider dose range in the young and mature rats than in the senescent rats. Sensitivity to the CNS depressant effects of diazepam was over four times greater in the senescent rats than in the other two age groups. In summary, the results indicate that the behavioral effects of diazepam vary with dosage and age of the rat. The male Fischer 344 rat may be a useful animal model for exploring how diazepam elicits age-related behavioral effects in humans.

Fox Urine as an Aversive Stimulus: Modification of a Passive Avoidance Task

Predator urine, specifically fox urine, is a noxious but harmless olfactory stimulus. The results of previous studies have shown that fox urine is aversive to rats, and that rats react to fox urine in a similar manner as to other psychostressors. In the present study, the authors further investigated the use of fox urine as an aversive or stressful stimulus, specifically examining behavior change in open-field place-preference task. Three methods of presenting the fox urine were examined. Results indicated that fox urine decreased behavior, especially locomotion, during both fox-urine presentation and during a post-fox-urine recovery session. Data suggested that (a) there were fewer ambulatory episodes and less distance was traveled during the presentation of fox urine, regardless of presentation method, and (b) there were fewer vertical movements during fox-urine presentation when a fox-urine-laced cotton ball was set in the wood shavings than when it was placed on a bare floor or in a cup. The data suggested that fox urine may be an effective but nonharmful stimulus alternative for use in avoidance tasks.

Locomotion Induced by Non-Contingent Intracranial Electrical Stimulation: Dopamine Dependence and General Characteristics

Intracranial self-stimulation (ICSS) is induced by delivery of electrical stimulation contingent upon a response such as bar pressing. This procedure has been widely used to investigate the brain reward system. Recent investigations, however, have noted that non-contingent electrical stimulation, also called experimenter applied stimulation (EAS), produces a unique set of locomotion behaviors that appear to be related to ICSS, and that these behaviors resemble locomotion similar to those elicited by dopamine enhancing drugs. However, little is known about the general characteristics of EAS-induced locomotion. While ICSS appears to be robust, long lasting, and highly rewarding in that the rat will invest vast amounts of time or energy to obtain the electrical stimulation, these parameters have not been explored for EAS. Moreover, the dopamine dependence of EAS-evoked locomotion is also not firmly established. Thus, the present study investigated dopamine dependence and general characteristics of the EAS-induced locomotion to determine its similarity to ICSS. Results suggested that motor and limbic systems were strongly activated by non-contingent EAS, and that the resulting locomotion was dopamine dependent, robust, continued across long time horizons, and was greater than that evoked by contingent electrical stimulation.

Locomotion induced by non-contingent intracranial stimulation: comparison to psychomotor stimulant.

Non-contingent experimenter-applied stimulation (nEAS) to the ventral mesencephalon, unlike contingent intracranial self-stimulation (ICSS), elicits high rates of general locomotion. This locomotion may be due to the nature of the presentation of stimulation, in that nEAS is non-contingent, while ICSS depends on a specific and focused response (e.g., bar pressing). Psychomotor stimulants also elicit high amounts of general locomotion, with the locomotion attributed to increased dopamine release. Interestingly, dopamine release decreases or is absent with repeated ICSS, but not nEAS. This suggests that the locomotion elicited by nEAS may be the result of DA release similar to that observed with psychomotor stimulants. To determine the relationship between locomotion induced by nEAS and psychomotor stimulants, locomotion elicited by nEAS was directly compared to that produced by cocaine, a psychomotor stimulant and indirect DA agonist. Six groups of rats were examined: (1) DA+ group: rats were implanted with a stimulating electrode in the ventral mesencephalon and activation of DA neurons was verified during surgery by monitoring DA release in the striatum; (2) DA- group: rats were also implanted with stimulating electrodes, but the location in the ventral mesencephalon did not elicit DA release; (3) 10-mg/kg cocaine group: rats were exposed to a low dose (10 mg/kg) of cocaine; (4) 40-mg/kg cocaine group: rats were exposed to a high dose (40 mg/kg) of cocaine; (5) saline group: rats were injected with saline; and (6) naive group: rats received no treatment. The topography of behavior was assessed in all rats during four periods: a pre-treatment baseline, treatment, early post-treatment, and a late post-treatment end point. The results suggest that locomotion elicited by nEAS was stereotypic, dependent upon DA release and similar, but not identical, to psychomotor stimulant-induced locomotion.

A Disequilibrium Analysis of Incidental Teaching Determining Reinforcement Effects

An important goal of reinforcement models and procedures is to predict the direction and magnitude of reinforcement effects. Although traditional models of reinforcement have been unable to adequately predict effects, Timberlake and Farmer-Dougan (1991) have suggested that the disequilibrium model provides such a framework for specifying reinforcers ahead of time. Further, they suggest that incidental teaching may be one procedure in which such predictions may be made. The present experiment investigated the reinforcement effects produced by changes in the probability of disruption of an initiation to a toy item. Four preschoolers served as the participants in the experiment. Results indicated that there appeared to be an optimal level for disrupting ongoing behavior, above or below which reinforcement effects greatly suffered. These findings, although not a direct test of the disequilibrium model ol reinforcement, are consistent with and predicted by the model.