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This study is framed within the taxonomy for the analysis of descriptions proposed by Ortiz et al. (2008). This study aimed to analyze the acquisition of the feedback function of each component of a situation (i.e. stimulus situation, response, and consequence) presented as informative messages in a first-order matching-to-sample task with geometric figures. Participants were exposed to said messages after each trial and made pre-contact and post-contact descriptions periodically. It was observed that the participants exposed to the informative messages which included the Consequence component followed the correct matching criteria in the task, as opposed to the rest of the groups. This is discussed in terms of the acquisition of the feedback function following the performances in the pre and post-test and the transfer tasks.

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AbstractFood cue reactivity, or behavioral sensitivity to conditioned food cues, is an eating pattern observed in those with obesity and binge-eating disorder. The reinforcer pathology model, which characterizes overconsumption of a reinforcer such as food may be relevant to food cue reactivity, especially in those with obesity and binge-eating disorder. The reinforcer pathology model posits that steep delay discounting (DD) and demand elasticity are processes involved in the overconsumption of food. Two of our recent studies examine the extent to which reactivity to conditioned food cues may be involved in food reinforcer pathologies. First, food cues were conditioned with Oreo cookies with binge-eating prone (BEP) and binge-eating resistant (BER) rats. Delay discounting was compared before and after conditioning. Food cues induced steeper DD for rats, though BEP rats showed some evidence for greater sensitivity to this effect than BER rats, albeit this difference was not significant. Second, healthy-weight humans and humans with overweight/obese BMI underwent conditioning of visual cues paired with M&M candies. After acquisition, cues induced greater demand intensity and inelasticity for food compared to baseline. Participants with overweight/obese BMI, compared to controls, also showed some evidence for greater sensitivity to this change ininelasticity compared to healthy-weight participants, but this difference was also not significant. Food cues, then, may induce changes in DD and economic demand, supporting the relevance of reinforcer pathologies.

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Abstract The use of research-informed and evidence-based practices (RI/EBPs) in classroom and behavior management can help teachers mitigate challenging student behavior in their classrooms, while also improving the academic achievement for those students. However, research suggests teachers lack the knowledge and skills to implement these practices. The purpose of this study was to gain insight of one mid-Atlantic school districts (1) access, preparation, and training in the use of RI/EBPs in classroom and behavior management and (2) the experiences of their teachers with RI/EBPs in classroom and behavior management. Data were analyzed based on a cross-sectional survey design. Results indicated participants had limited access, preparation, and training in RI/EBPs in classroom and behavior management; however, some variation did occur. In addition, results were promising relative to our participants’ experiences with RI/EBPs in classroom and behavior management. Limitations, implications for future research, and implications for practice are discussed.

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