Indexador

Resumo não informado pela fonte indexada.

Abstract The Skinner box has provided a standardized method of conducting experiments on operant behavior throughout the history of behavior analysis. As technology has advanced, these operant chambers have become increasingly complex to allow for the study of new stimuli, behavior, and outcomes. The present article takes this variability one step further by advocating for the use of video game engines in the study of operant behavior in humans. Game engines provide high levels of flexibility, control, and realism as well as continuous behavioral tracking, dynamic stimulus presentation, and complex reinforcement schedules that greatly expand the range of research questions that can be addressed. Importantly, the potential for increasing stimulus, response, and outcome variability provides the basis for assessing and maximizing the generalizability of operant and related principles. This article illustrates the use of video game engines to study causal inference, delay discounting, loot boxes, foraging, and multiplayer dynamics. Adopting game engines in behavioral research not only expands the scope of behavior analysis but also increases its relevance to real‐world behavior, offering a promising path forward for innovation.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

This study explored discipline inequities for Latino/a/e students using the Vulnerable Decision Point (VDP) approach on a national scale, considering contextual differences across school levels and comparing patterns of disparities with those of non-Latino/a/e Black and White students. We found that most schools do not have significant office discipline referral (ODR) disparities for Latino/a/e students. In addition, we found that disparities for Latino/a/e students are more common in high schools than in elementary and middle schools. In the schools that had significant disparities for Latino/a/e students, classrooms were the most common location for ODR disparities across settings. However, the behaviors for which teachers over-referred Latino/a/e students differed by school level. School-level disparity patterns are discussed in the context of team decision-making, informing responsive and sustaining interventions, and research considerations.

Positive greetings at the door (PGD) is a proactive classroom management strategy designed to target classroom transitioning into learning or an instructional activity. Positive greetings at the door help students engage in academic behaviors and reduce disruptive behaviors (DBs) that can otherwise delay the start of classroom instruction. This study used a concurrent multiple baseline design to evaluate the effects of a combined PGD and behavior-specific praise (BSP) intervention on student academically engaged behavior (AEB) and DB across three general education classrooms in the southern United States. Following the implementation of the combined PGD and BSP intervention, class-wide AEB immediately increased, and DB immediately decreased across all three classrooms. Additionally, teachers found the combined intervention to be socially acceptable. Implications for applied practice and research are discussed.

Abstract This article introduces a 1979 symposium held at Furman University in honor of the centennial of John B. Watson’s birth and reproduces B. F. Skinner’s unpublished contribution to it. Watson was commemorated in presentations by James V. McConnell, Fred S. Keller, and Skinner. The introduction describes the symposium’s structure, the presenters’ professional records, and their views on Watson’s behaviorism, situating the speech within its historical context. McConnell offered a critical yet admiring view of Watson, whereas Keller emphasized Watson’s influence on behaviorism’s application, particularly in education. Skinner’s presentation, titled “What John B. Watson Meant to Me,” reflected on both his intellectual debt to Watson and their philosophical differences. This is likely the lengthiest and most in-depth of Skinner’s appreciations and analysis of Watson’s work. In publishing the presentation, the article contributes to the historiography of behavior analysis and clarifies the relationship between two of the most influential figures in the history of behaviorism.

Resumo não informado pela fonte indexada.

This paper honors A. Charles ("Charlie") Catania's contributions to the analysis of verbal behavior, particularly his insistence that the use of words is shaped by contingencies. Building on Charlie's foundational work and our collaborative project on behavior-analytic terminology, I examine the challenges posed when behavior analysts borrow words from the common vernacular for use as technical terms. Words like reinforcement, extinction, punishment, and control each carry colloquial baggage that can pose communication barriers. I consider four potential resolutions to these challenges: doing nothing, abandoning technical language, creating new terms, or refining stimulus control. Consistent with Charlie's longstanding call for precision, I argue that refining stimulus control over the contextual use of terms may be the best option, particularly when paired with deliberate strategies for translation to non-specialist audiences.

Resumo não informado pela fonte indexada.