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AbstractWe applied independent and interdependent group contingencies in a counterbalanced reversal experimental design to the vocational on‐task behavior for two groups of adults with intellectual disabilities. On‐task behavior increased for all participants in both groups above a criterion of 80% of time on‐task during both treatment phases. Independent and interdependent group contingencies were equally effective in increasing on‐task behavior. Responding was maintained at the criterion level for all members of one group at a 4‐week follow‐up. No increases in negative social interactions were observed when the interdependent group contingency was in effect and participants reported both contingencies to be socially valid. We suggest that group contingencies can be an effective intervention in increasing on‐task behavior of individuals with intellectual disabilities in vocational settings.

AbstractThe vast majority of studies on discounting have focused on simple delayed outcomes, but most everyday decisions are more complicated. The present experiment focused on one such scenario, an iconic self‐control situation in which immediate gains are followed by delayed losses. The same participants were studied in all conditions to permit examination of individual differences in choice behavior using intercorrelations and factor analysis. Consistent with previous research, the hyperboloid model accurately described the form of the discounting function and discounting was not affected by the amount of the delayed loss when it was presented alone. However, replicating other studies, smaller delayed losses were discounted more steeply than larger ones when presented in combination with immediate gains. Exploratory factor analysis revealed two factors, one loading primarily on loss‐only conditions and the other loading primarily on conditions involving outcomes that combined gains and losses. These results imply that there are individual differences in how one combines gains and losses and that this characteristic of individual decision making might be an important predictor of decisions in the many everyday choice situations that involve complex outcomes.

The functional levels at which individual contingencies are structured within shared ones modify behavioral interactions. This study aimed to identify the effects of individual training at different functional levels on solving shared tasks. Sixty students were organized into six groups, three of which received individual training through the Assembly Task (AT) at varying levels of complexity (contextual, supplementary, and selector), while the remaining groups received no training. Subsequently, in a shared test, all participants solved the AT in dyads. The results indicated that the higher the task complexity, the more trials were required to meet performance criteria. In shared situations, groups that received training had a higher number of correct trials. The conclusions suggest that prior exposure to tasks at different levels of complexity enhances performance in shared situations.

AbstractThis study investigated a three‐choice matching‐to‐sample procedure with an observing‐response requirement to induce select and reject control during baseline training and examined their effects on the formation of equivalence classes. The study involved four girls, aged 8 to 10 years, who participated in a computer‐based task that alternated between conditions designed to induce select and reject control by requiring observing responses to display the stimuli. In the select‐control condition, the correct stimulus was revealed first on at least 75% of the trials, increasing the likelihood of selecting the correct stimulus without seeing the incorrect ones. In contrast, in the reject‐control condition, the correct stimulus was revealed third on at least 75% of the trials, forcing the display of both incorrect stimuli. This procedure successfully generated both select and reject control, which increased progressively with the accuracy during baseline training trials. Select control was more prominent than reject control, but both led to the formation of equivalence classes. This finding suggests that reject control does not hinder control by the correct stimulus.