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| Developing Self-Control |
| Sunday, May 30, 2010 |
| 1:30 PM–2:20 PM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: EAB |
| Chair: Gizem Tanol (University of Minnesota) |
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| Say-Do Correspondence in Self-Control Situations With Different Reinforcer Delays and Probabilities: The Effects of “Temptations” |
| Domain: Experimental Analysis |
| JOSELE ABREU-RODRIGUES (Universidade de Brasília), Edhen Laura Lima (Instituto de Educação Superior de Brasilia) |
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| Abstract: The effects of alternative reinforcers on say-do correspondence in self-control situations with different delays and probabilities of reinforcement were investigated. Ten students were exposed to concurrent-chain schedules. In the ‘say’ link, the participant declared which alternative would be chosen in the next 10 ‘do’ links; in the ‘do’ link, she had to actually choose. During the Delay Phase, the alternatives were: self-control (SC) - larger, delayed reinforcers; and impulsivity (IP) - smaller, immediate reinforcers. During the Probability Phase, the alternatives were: SC - larger, less probable reinforcers; and IP - smaller, more probable reinforcers. Each phase contained three conditions that differed in terms of the magnitude of additional reinforcers. Choosing those reinforcers (noncorrespondence) could produce smaller, similar or larger amount of earnings as compared to correspondence. During the Delay Phase, say-do correspondence and ‘do’ choices related to SC were more frequent. During the Probability Phase, correspondence and choices involved both SC and IP. In both phases, correspondence and choices related to SC and/or IP decreased in the conditions in which choices for alternative reinforcers generated similar or greater earnings. These results illustrate similarities and differences in the effects of tempting events upon performance generated by delay and probability contingencies. |
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| Responding to Rule Violations or Rule Following: A Comparison of Two Versions of the Good Behavior Game |
| Domain: Applied Behavior Analysis |
| GIZEM TANOL (University of Minnesota), LeAnne Denise Johnson (University of Minnesota), Jennifer J. McComas (University of Minnesota), Erin M. Cote Holton (University of Minnesota) |
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| Abstract: The purpose of this study was to examine the differential effects of 2 versions of the Good Behavior Game, allocating teacher attention to rule violations (GBG) and allocating teacher attention to rule-following (GBG-R), on student and teacher behaviors. The participants were 6 kindergarten students, 3 from each classroom, at the ages of 5 and 6 years, who were nominated as the three most disruptive students in each classroom. The study was conducted using single-case A/B/A/C/B/C reversal design with each teacher randomly assigned to either GBG or GBG-R condition for implementation in the first B phase. The preliminary findings suggested that both versions were effective at reducing problem behavior, however, GBG-R was observed to create more consistent results and preferred by the teachers as a better fit to their classrooms. Results are discussed in terms of the limitations and the future implications focusing on acceptability, integrity and effectiveness of comparative interventions. |
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