Assessing negative reinforcement through simultaneous observing and committed concurrent progressive-ratio procedures: Preliminary investigations.

Efficient methods for assessing the relative aversiveness of stimuli are sparse and underresearched. Having access to efficient procedures that can identify aversive stimuli would benefit researchers and practitioners alike. Across three experiments, 13 participants helped to pilot, refine, and test two approaches to identifying negative reinforcers. The first experiment presented two conditions, one in which computerized button pressing started or stopped one of two recorded infant cries (or silence, when the control button was selected). Choices were presented either in a modified observing-response procedure (i.e., simultaneous observing) or in a modified progressive-ratio procedure (i.e., committed concurrent progressive ratio; CCPR). Results were favorable though not conclusive on their own. A second experiment, using more distinct stimuli (i.e., one likely aversive, one likely not aversive), replicated the first, and clearer results emerged. Finally, the third experiment tested the stimuli from the second experiment in a CCPR arrangement where sound was terminated contingent on responding and idiosyncratic negative reinforcement hierarchies emerged. The utility of these two procedures is discussed, and future work that addresses the limitations is outlined.

A Review of Crying and Caregiving: Crying as a Stimulus.

The interactions between infants and caregivers are critical to infant development and caregiver well-being. Traditional developmental research has primarily emphasized the infant's development when studying infant-caregiver interactions, but a less commonly assessed feature of those interactions is the effect of the infant's crying on the caregiver's behavior. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method (Moher et al., Public Library of Science Medicine, 6(7), e1000097, 2009), we conducted a systematic review of the literature evaluating the effects of crying on caregiver behavior. We searched for peer-reviewed articles in the Scopus and Web of Science Core Collection databases that included research studies in which researchers observed and manipulated infant crying and simultaneously measured features of caregiver behavior (actual or analogue). We used this body of literature to evaluate the existing evidence of the effects of crying on caregiver behavior, address the limitations and current gaps in our understanding of those interactions, and identify areas for future behavioral research.

Assessing Preference and Stability of Preference for Individuals with Neurocognitive Disorder.

Poor engagement can lead to a reduced quality of life for individuals with neurocognitive disorder (NCD). Research on determining preference and increasing engagement with this population is limited. The purpose of this study was to compare the accuracy of four preference assessment formats in identifying preferred activities and predicting engagement for six females with NCD and to measure the stability of preference and engagement over time. We compared the predictability of single-stimulus(SS) verbal and multimedia assessments, caregiver ranking (CR) assessments, and multiple-stimulus without-replacement (MSWO) assessments. Participants responded consistently on SS assessments, but we noted inconsistencies between the CR and MSWO assessments. SS assessments predicted engagement during engagement analyses, but rank-order assessments did not predict engagement for moderately ranked activities. The rank-order assessments predicted engagement for highly ranked activities for most participants and for low-ranked activities for two participants. We also evaluated the stability of preferences and engagement over time. Participants responded consistently on SS assessments and inconsistently on MSWO assessments across time. SS assessments consistently predicted engagement during engagement analyses for five participants, but when activity rank is considered, the MSWO was inconsistent in predicting engagement across time for most participants. These results suggest that SS assessments may be useful for identifying preferred activities and engagement, and preferences may remain stable for some individuals with NCD.

An evaluation of praise as a reinforcer for preschoolers' behavior.

Behavior analysts and educators often recommend using praise, particularly descriptive praise, despite mixed empirical findings to support this recommendation. We evaluated the effectiveness of praise as a reinforcer during a reinforcer assessment using known tasks with preschoolers in Experiment 1. Praise functioned as a reinforcer for 2 of 6 participants; the remaining 4 participants required additional reinforcers (edibles) to show a reinforcement effect. We then compared the effectiveness of descriptive versus general praise for acquisition of unknown tacts and assessed participants' preference for the different types of praise for 4 participants from Experiment 1. Results are discussed within the context of the importance of determining individual efficacy and preference for praise.

The role of negative reinforcement in infant caregiving: an experimental simulation.

We observed 11 undergraduates in an experiment designed to simulate infant caregiving. In negative reinforcement conditions experienced by all participants, a targeted caregiving response (e.g., rocking a baby doll) produced escape from, and avoidance of, a recorded infant cry. Nine participants' caregiving was shown to be controlled by this negative reinforcement contingency. Nine participants experienced an extinction condition that consisted of an inescapable cry, and the previously reinforced caregiving responses of 2 of these participants were resistant to extinction. For both of these participants, the previously reinforced response was eliminated when an alternative form of caregiving was reinforced. These results highlight the role of negative reinforcement in infant caregiving and suggest the need for additional research on the effects of crying on caregivers as well as the development of effective strategies for minimizing infant crying.

A systematic review of medical treatments for children with autism spectrum disorders.

CONTEXT: As many as 1 in every 110 children in the United States has an autism spectrum disorder (ASD). Many medical treatments for ASDs have been proposed and studied, but there is currently no consensus regarding which interventions are most effective. OBJECTIVE: To systematically review evidence regarding medical treatments for children aged 12 years and younger with ASDs. METHODS: We searched the Medline, PsycInfo, and ERIC (Education Resources Information Center) databases from 2000 to May 2010, regulatory data for approved medications, and reference lists of included articles. Two reviewers independently assessed each study against predetermined inclusion/exclusion criteria. Studies of secretin were not included in this review. Two reviewers independently extracted data regarding participant and intervention characteristics, assessment techniques, and outcomes and assigned overall quality and strength-of-evidence ratings on the basis of predetermined criteria. RESULTS: Evidence supports the benefit of risperidone and aripiprazole for challenging and repetitive behaviors in children with ASDs. Evidence also supports significant adverse effects of these medications. Insufficient strength of evidence is present to evaluate the benefits or adverse effects for any other medical treatments for ASDs, including serotonin-reuptake inhibitors and stimulant medications. CONCLUSIONS: Although many children with ASDs are currently treated with medical interventions, strikingly little evidence exists to support benefit for most treatments. Risperidone and aripiprazole have shown benefit for challenging and repetitive behaviors, but associated adverse effects limit their use to patients with severe impairment or risk of injury.

Resurgence of infant caregiving responses.

Two experiments were conducted to identify the conditions likely to produce resurgence among adult human participants. The preparation was a simulated caregiving context, wherein a recorded infant cry sounded and was terminated contingent upon targeted caregiving responses. Results of Experiment 1 demonstrated resurgence with human participants in this negative reinforcement preparation. Results of Experiment 2 showed that responses with a longer history of reinforcement showed a stronger resurgence effect relative to responses with a shorter and more recent history of reinforcement. These results show that the resurgence phenomenon occurs across populations and types of reinforcers. Additionally, results indicate that length of reinforcement history is a variable that may affect the magnitude of resurgence.

Antecedent effects of observing peer play.

The relative reinforcing value of toys was assessed in the absence of, and immediately following, participant observation of a peer manipulating one of the toys. Preference assessments were used to identify preference hierarchies. Reinforcer assessments were conducted with a high-preference item, a low-preference item, and a control. Each participant allocated responding toward the high-preference item during baseline. When reinforcer assessment sessions were preceded by a peer observation period, 3 of the 4 participants shifted allocation to the toy manipulated by the peer. The 4th participant shifted allocation only when the high-preference stimulus was replaced with a medium-preference stimulus. These data suggest that, among preschoolers, response allocation is influenced by observations of peers playing.

Assessment and treatment of problem behavior occasioned by interruption of free-operant behavior.

The current study describes the assessment and treatment of the problem behavior of 3 individuals with autism for whom initial functional analysis results were inconclusive. Subsequent analyses revealed that the interruption of free-operant behavior using "do" requests (Study 1) as well as "do" and "don't" requests (Study 2) occasioned problem behavior. Initially, treatment involved differential and noncontingent reinforcement without interruption. To make the intervention more sustainable in the natural environment (where interruptions are unavoidable), a two-component multiple-schedule arrangement was used to progressively increase the period of time in which ongoing activities would be interrupted. During generalization sessions, the intervention was applied across a variety of contexts and therapists.