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Functional analysis data and previous studies on animal training have demonstrated that social interaction with humans can serve as a reinforcer for animals. Yet, some studies have demonstrated that tactile interaction (e.g., patting, petting, or scratching) is less effective or ineffective when compared to food. However, the reinforcement procedures used may account for these discrepancies. The current study investigated whether tactile interaction, in the form of petting and scratching, could be used as a reinforcer to train behaviors to two horses and a mule. First, each equine learned when reinforcement would be available and what behaviors to engage in during reinforcement delivery. Next, a series of shaping steps and a changing‐criterion design were used to test whether tactile interaction could be used to shape two new behaviors, stay and come. All three equines completed reinforcement training and met the mastery criteria for training stay and come. These results demonstrate that tactile interaction can be used as a reinforcer to train equines and also suggest that details of the reinforcement delivery process may be an important consideration when tactile interaction is used as a reinforcer.

Physical inactivity has increasingly affected public health in the United States during the COVID‐19 pandemic as it is associated with chronic diseases such as arthritis, cancer, and heart disease. Contingency management has been shown to increase physical activity. Therefore, the present study sought to evaluate the effects of an escalating schedule of monetary reinforcement with a reset contingency on physical activity, as compared between 2 counterbalanced groups in which a monetary deposit of $25 was either required (deposit group) or not (no‐deposit group). Twenty‐five adults wore Fitbit accelerometers to monitor step counts. An ABA reversal design was used; in the 2 baseline phases, no programmed contingencies were in place for step counts. During intervention, step goals were set using a modified 70th percentile schedule with a 7‐day window: Reaching the first goal would result in $0.25, and incentives increased by $0.25 for each subsequent day in which the goal was met. Failure to reach a goal resulted in a reset of the monetary incentive value to $0.25. Ten out of 12 participants from the deposit group were determined to be responders to intervention, whereas 8 out of 13 participants from the no‐deposit group were determined to be responders to intervention. Overall, there were no significant differences between the groups' step counts. However, the deposit group's intervention was cheaper to implement, which suggests that deposit contracts are a viable modification for physical activity interventions.

Aprender una competencia implica un proceso de ajuste del desempeño a criterios circunstanciales de modo, tiempo o lugar como requisito para la identificación del logro. Cada criterio circunstancial es una dimensión lograble o “aprendible” por el individuo, esto es, un modo de aprender, que en el habla cotidiana identificamos como el “aprender qué”, “aprender cómo”, “aprender cuándo”, “aprender dónde”. En la presente investigación se planteó la pregunta: ¿cuáles son los efectos de establecer criterios de modo, tiempo y lugar sobre el desempeño ante un teclado computacional modificado en relación con señales e imágenes presentadas en el monitor relativas a cada criterio? El experimento constó de cinco sesiones: aproximación al teclado y pre-prueba, tres experimentales y post-prueba. Se contó con 12 participantes distribuidos en tres grupos definidos según la presentación de los criterios circunstanciales en las sesiones experimentales: Grupo-Aislado (un criterio por sesión en este orden: tiempo, modo, lugar), Grupo-Progresivo (tiempo, tiempo-modo, tiempo-modo-lugar) y Grupo-Integral (los tres criterios juntos). Los participantes del Grupo-Integral tuvieron un mejor desempeño. El análisis individual del desempeño de los participantes permitió identificar que un alto porcentaje de aciertos no necesariamente coincidió con el cumplimiento del criterio de logro. Se discuten los resultados a partir de sus implicaciones inter y multidisciplinarias en el campo de la educación.

If one of several stimuli in an equivalence class acquires a function, it transfers to all members of the respective class. Even though research has demonstrated this transfer across a variety of stimulus functions (e.g., discriminative), few studies have focused on the transfer of the reinforcing function. The current study extended previous literature by establishing derived reinforcers using conditional discrimination training with six neurotypical adults. We established three 4‐member equivalence classes and then created a discriminative stimulus in one member by correlating it with reinforcement. We also expanded classes by adding a stimulus to each class and testing its function. During the transfer of function tests, five out of six participants chose the derived reinforcers more than the other stimuli. Three participants required remedial training or testing prior to demonstrating transfer of function. Results show that stimulus equivalence training is an effective and efficient paradigm to establish derived reinforcers.

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El consumo nocivo del alcohol tiene un impacto negativo significativo a nivel nacional e internacional. Desafortunadamente, existe una significativa brecha de tratamiento para personas que presentan esta problemática, y dicha brecha se presenta en México. La evidencia indica que la mayoría de las personas con problemas de alcohol pueden beneficiarse de intervenciones breves, y la implementación de intervenciones en una modalidad vía Internet ha mostrado su eficacia para el tratamiento de problemas relacionados al alcohol, mostrando una particular utilidad durante la pandemia. El presente trabajo consistió en describir una intervención breve para bebedores problema llamada programa de autocambio dirigido, adaptada a Internet en formato autoaplicado con guía terapéutica, y presentar un estudio de caso único para evaluar su potencial efectividad. El análisis de los datos indicó un efecto potencial en la disminución del consumo excesivo de alcohol. Además, hubo una mejoría en variables asociadas de la percepción de la gravedad de consumo, la satisfacción con el estilo de vida, y la disposición al cambio. Asimismo, la evaluación de la usabilidad del programa fue positiva. Dichos resultados deben considerarse tentativos debido a las limitaciones del diseño cuasiexperimental y deben ser corroborados, pero indican una potencial efectividad del programa en esta modalidad

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