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Ce texte présente et discute la psychologie du temps chez I'animal, telle qu'elle est étudiée avec les procédures operantes. Une bréve introduction définit le champ analysé par rapport a la chronobiologie. L'exposé succinct des méthodes est complété par une synthése des données obtenues essentiellment avec les programmes FI, DRL et de production de durée. Les paragraphes suivanats abordent les différences interspécifiques, des développments méthodologíques (peak procedure) permettant, en príncipe, d'accédéer plus aisément au mécanisme hypothétique du timer, les hypotbeses au sujet du fonctionnement, de la nature ou de la structre de ce mécanisme, la relation entre les régulations temporelles acquises et les rythmes biologiques et enfin la relation entre la performance etg l'áge des sujets. La conclusion plaide en faveur du développement d'une psychologie du temps intégrative, qui tienne compte des dimensions comparative et développementales des adaptations au temps et perrnette une mise à I'épreuve des modeles explicatifs proposés.

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Abstract Although simultaneous and successive discrimination procedures are both effective in establishing stimulus control, their direct comparison often suffers from procedural asymmetries. In this study, 10 undergraduate students were trained in simple discrimination tasks using either a simultaneous or successive format and tested for the maintenance of discriminative function by switching procedures. Half of the participants started with one procedure and the other half with the alternative. Discriminative performance was transferred nearly perfectly across procedures, with high accuracy in the test phase, regardless of the training format. However, simultaneous training required fewer blocks to reach criterion, and response latencies were significantly shorter during an interaction between procedure and phase, with simultaneous-to-successive transfer associated with longer latencies during testing. A modified cumulative arousal model fit the successive group data well but underestimated learning in the simultaneous group. These findings highlight procedural features that influence acquisition rates and response latencies and may help advance research in discrimination learning.

Abstract For people with dementia, meaningful engagement with preferred activities is a vital component in maintaining quality of life. Preference assessments have been found to identify preferred and reinforcing stimuli for people with dementia. However, because they have been predominantly validated for individuals with intellectual or developmental disabilities, there are likely aspects of the assessment that need to be adapted. We implemented standard stimulus preference assessments for four people with dementia, and designed some adaptations based on objective measures of their choice, affect, verbal responding, and the input of the participants. We then compared the standard and the adapted versions in a multielement design. We found that both the standard and adapted assessments resulted in similar selections of stimuli. We observed an increase in indices of happiness and a decrease in indices of unhappiness for three out of four participants during the adapted version compared to the standard version. Family, staff, and the people with dementia reported both the standard and adapted preference assessments to be socially valid. One participant reported better understanding what they were being asked to do in the adapted assessment, and a staff member reported the adapted assessment to be more effective. We also found a decrease in the frequency of statements that were off-topic, socially polite, or about items being “sold” to them across all four participants in the adapted assessment. We further extended the work of Reid and Green (1996) by incorporating indices of confusion to capture a broader range of affect. On the basis of our results, we give some examples of how to make preference assessments more acceptable for people with dementia.

Abstract Automatically reinforced challenging behavior presents unique intervention challenges because the behavior produces its own reinforcer. Matched stimulation (Piazza et al., Journal of Applied Behavior Analysis , 31 , 165–189, 1998) is a method of providing access to the putative sensory consequences that maintain challenging behavior through interaction with an alternative stimulus (e.g., toys, items). This approach may reduce motivation to engage in automatically reinforced challenging behavior, resulting in response reduction. In this article, we conducted a systematic literature review and meta-analysis of 32 studies that examined matched stimulation to reduce automatically maintained challenging behavior. We descriptively coded each article at the participant level to extract information about behaviors, participants, assessments, and intervention variables and determine how the effects of matched stimulation have been evaluated in the literature. We then conducted a random effects meta-analysis to estimate the average effects of matched stimulation. We found that matched stimuli produced a statistically significant decrease in challenging behavior when compared to a control condition and when compared to unmatched stimuli. Last, we conducted a moderator analysis to explore how assessment and treatment characteristics influenced the magnitude of effect, which revealed that functional behavior assessment type and number of matched stimuli moderated intervention effects, whereas the use of competing stimulus assessments and preference assessments did not moderate the effectiveness of matched stimulation.

Abstract The current literature review examined empirical precision teaching studies that applied frequency-based measurement and standard celeration chart (SCC) displays and analysis to interventions targeting inner behavior, defined as private events such as thoughts, feelings, and urges. Ten studies met the inclusion criteria, with targets ranging from negative and positive thoughts and self-critical statements to anger, self-esteem, and loving feelings. Across studies, results demonstrated that inner behaviors can be reliably measured and meaningfully changed. Participants in nearly all studies exhibited functional changes in level, trend, or variability, providing strong support for the effectiveness of frequency building procedures in modifying covert behaviors. The findings indicate that inner behavior is accessible to direct measurement and can be modified through well-designed instructional and self-monitoring practices. However, gaps remain in reporting, training procedures, and social validity data. The current review concludes that precision teaching methods such as measuring with frequency or rate, using frequency building (i.e., the 1-min counting procedure), and displaying data on SCCs provide a useful, underutilized framework for understanding and influencing private events.

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