Beyond Single Discrete Responses: An Integrative and Multidimensional Analysis of Behavioral Dynamics Assisted by Machine Learning.

Understanding behavioral systems as emergent systems comprising the environment and organism subsystems, include spatial dynamics as a primary dimension in natural settings. Nevertheless, under the standard approaches, the experimental analysis of behavior is based on the single response paradigm and the temporal distribution of discrete responses. Thus, the continuous analysis of spatial behavioral dynamics is a scarcely studied field. The technological advancements in computer vision have opened new methodological perspectives for the continuous sensing of spatial behavior. With the application of such advancements, recent studies suggest that there are multiple features embedded in the spatial dynamics of behavior, such as entropy, and that they are affected by programmed stimuli (e.g., schedules of reinforcement) at least as much as features related to discrete responses. Despite the progress, the characterization of behavioral systems is still segmented, and integrated data analysis and representations between discrete responses and continuous spatial behavior are exiguous in the experimental analysis of behavior. Machine learning advancements, such as t-distributed stochastic neighbor embedding and variable ranking, provide invaluable tools to crystallize an integrated approach for analyzing and representing multidimensional behavioral data. Under this rationale, the present work (1) proposes a multidisciplinary approach for the integrative and multilevel analysis of behavioral systems, (2) provides sensitive behavioral measures based on spatial dynamics and helpful data representations to study behavioral systems, and (3) reveals behavioral aspects usually ignored under the standard approaches in the experimental analysis of behavior. To exemplify and evaluate our approach, the spatial dynamics embedded in phenomena relevant to behavioral science, namely, water-seeking behavior and motivational operations, are examined, showing aspects of behavioral systems hidden until now.

Temporal contingencies are dependent on space location: Distal and proximal concurrent water schedules.

Two studies evaluated the effect of delivering water depending on lever-pressing in a proximal or distant location to the water-producing response. Effects were measured on the spatial distribution of behavior and on the frequency and patterning of lever pressing. In both experiments water was available under two concurrent, complementary fixed interval schedules in two dispensers located at opposite ends of the chamber. The proportion of water deliveries in one dispenser relative to the second dispenser varied between phases, while the overall frequency was kept constant. In one study rats received water from a dispenser proximal to the water producing response location, whereas in the second study rats received water in the dispenser at the opposite panel where the response was emitted. The number of obtained water deliveries varied according to the programmed proportion, but rats obtained fewer deliveries under the distal location contingency. No systematic variations on space allocation were observed in neither experiment. The results are discussed in terms of the importance of considering the continuous interaction of time and space parameters in the analysis of behavior.

Ecological Location of a Water Source and Spatial Dynamics of Behavior Under Temporally Scheduled Water Deliveries in a Modified Open-Field System: An Integrative Approach.

It has been reported in non-contingent schedules that the variety of patterns of behavior is affected by the temporal variation of water deliveries. While temporal variation is accomplished by delivering water at fixed or variable times, spatial variation is usually accomplished by varying the number of dispensers and distance among them. Such criteria do not consider the possible ecological relevance of the location of water dispensers. Nevertheless, it is plausible to suppose that the intersection of the programed contingencies (e.g., time-based schedules), the ecological differentiated space (e.g., open vs. closed zones), and the relative location of relevant objects and events (e.g., location of the water source-peripherical vs. center zone) could set up an integrated system with the behavioral patterns of the organism. In the present study, we evaluated the eco-functional relevance of two locations of the dispensers upon behavioral dynamics in Wistar rats using fixed and variable time schedules in a modified open-field system. In Experiment 1, three subjects were exposed to a fixed time 30-s water delivery schedule. In the first condition, the water dispenser was located at the center of the experimental chamber. In the second condition, the water dispenser was located at the center of a wall of the experimental chamber. Each location was present for 20 sessions. In Experiment 2, conditions were the same, but a variable time schedule was used. Routes, distance to the dispenser, recurrence patterns, time spent in zones, entropy, and divergence were analyzed. Our findings suggest a robust differential relevance of the location of the dispensers that should be considered in studies evaluating behavioral dynamics. Results are discussed from an integrative, ecological-parametric framework.

Retrospective analysis of changes in response topographies of escape-maintained aggressive behavior during functional analyses.

We observed changes in the rates of response topographies during the demand condition of functional analyses for participants who demonstrated problem behavior maintained by escape. Over the course of the functional analysis for each participant, the number of topographies decreased from the first to the last session. Additionally, after the first session of the demand condition the rate of responding for one topography increased or remained at high levels while the rates of all other topographies decreased. The implications of these results when conducting functional analysis are discussed.

Implementation of the Good Behavior Game in Classrooms for Children with Delinquent Behavior / Implementación del Juego del Buen Comportamiento en Aulas para Niños con Conducta Delictiva

The good behavior game (GBG) is an interdependent group contingency procedure designed to reduce disruptive behavior in classroom settings. In the GBG, a class is divided into groups, simple rules are made, and contingencies are placed on the students' rule-following behavior. This procedure has been proven effective across various student ages, and its simplicity and long-term effects have contributed to its popularity in school settings. Although it has been systematically evaluated across a wide range of student ages, research on the GBG is lacking in the area of population- and setting-specific assessments. In this evaluation, the GBG was implemented in three classrooms (student ages 7-12) at a school for children with severe problem behavior; in particular, these students had already displayed behavior that might be described as "delinquent" or "predelinquent." Disruptive behavior substantially decreased across all three classrooms as a result of the intervention. This application extends the current literature by systematically replicating the results of the GBG with a different population. Implementation of the GBG, population-specific obstacles, results, and future directions are discussed.

El Juego del Buen Comportamiento (JBC) es un procedimiento de contingencias grupales interdependientes diseñado para reducir conducta disruptiva en el salón de clases. En el JBC se divide al salón en grupos, se instauran reglas simples y se establecen contingencias sobre la conducta de seguimiento de reglas de los estudiantes. Este procedimiento ha probado ser efectivo con estudiantes de diferentes edades y su simplicidad y efectos a largo plazo han contribuido a su popularidad en ambientes escolares. Aunque ha sido evaluado sistemáticamente a través de un amplio rango de edades, hace falta investigación del JBC en el área de evaluación de poblaciones y en situaciones específicas. En este trabajo, se implementó el JBC en tres aulas (estudiantes de 7 a 12 años de edad) de una escuela para niños con problemas severos de conducta; en particular, estos estudiantes habían mostrado previamente conducta que podría describirse como "delincuente o "pre-delincuente". La conducta disruptiva disminuyó sustancialmente en los tres salones como resultado de la intervención. Esta aplicación extiende la literatura actual al replicar sistemáticamente los resultados del JBC en una población diferente. Se discute la implementación del JBC, los obstáculos específicos de la población, los resultados y las futuras direcciones.