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AbstractWith the widespread use of mobile and self‐service technology in everyday living, acquiring independent living skills associated with the use of current technology (e.g., self‐checkout, mobile payment) is increasingly important for successful community integration. The purpose of this study was to investigate the use of a picture activity schedule presented on a smartphone to teach self‐checkout skills in a natural community setting to three secondary school students with autism spectrum disorder (ASD). A concurrent multiple‐baseline‐across‐participants design was used to determine the functional relation between the smartphone‐based picture activity schedule intervention and increase in self‐checkout skills. Maintenance and treatment extension outcomes were also assessed. The results showed that the intervention was effective in improving self‐checkout skills for students with ASD and demonstrated positive maintenance and treatment extension outcomes. This study suggests that a smartphone‐based activity schedule has the potential to serve as a minimally intrusive and nonstigmatizing support for students with ASD.

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AbstractThe purpose of this study was to examine the effects of differential reinforcement of other behavior (DRO) on reducing unsafe playground behavior of young children at school and subsequently, if necessary, the additive effects of a brief time‐out. The DRO procedure was effective in eliminating unsafe behavior for one of four participants. The other three participants experienced the addition of a time‐out procedure in combination with DRO. The DRO + TO condition nearly eliminated unsafe playground behavior for all three participants who experienced the condition. Additionally, the addition of time‐out did not negatively affect social interactions among peers or self‐reported recess enjoyment for any participant who experienced time‐out. Following experience with all conditions, participants selected the condition they would experience via a concurrent‐chains preference assessment. All three participants selected an intervention condition at every opportunity, and two of three participants selected DRO + TO most often.

Abstract Under rapid‐acquisition, concurrent‐chains choice procedures, psychomotor stimulants typically decrease the sensitivity of responding to changes in separate dimensions of reinforcement. Across two experiments, pigeons chose between outcomes that differed in terms of reinforcement delay and magnitude (the dimensions involved in delay discounting or “impulsive” choice; Experiment 1) or reinforcement probability and magnitude (the dimensions involved in probability discounting or “risky” choice; Experiment 2). Outcomes associated with each terminal link were varied independently and pseudorandomly across sessions such that in dominated sessions one terminal link was favorable in terms of both dimensions (sooner, larger in Experiment 1 and more likely, larger in Experiment 2) and in trade‐off sessions each terminal link was favorable in terms of a different dimension. Response allocation in initial links tracked changes in terminal‐link outcomes in a manner that suggests each dimension contributed additively and independently to choice. Methylphenidate decreased sensitivity to all dimensions of reinforcement at a dose (or doses) that did not substantially affect bias or initial‐link response rates. The degree to which methylphenidate decreased sensitivity was related to baseline sensitivity for delay and magnitude but not for probability. Baseline dependency may be a more useful approach for predicting drug effects on delay/impulsive, rather than risky, choice.

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AbstractIndividuals with autism spectrum disorder commonly exhibit vocal stereotypy, and this behavior may be targeted for treatment when it competes with daily tasks, disrupts the environment, or leads to reduced independence. Previous research has shown that access to music reduces vocal stereotypy. However, treatment evaluations typically occur during play or low‐stimulation conditions; therefore, the effectiveness and compatibility of music with daily tasks are less known. We measured levels of vocal stereotypy and on‐task behavior during independent activities for three participants. Using a reversal design, we evaluated the effects of music played via headphones on dependent measures. We extended the analysis to typical classroom activities and conducted treatment preference assessments. The results indicated that access to music reduced vocal stereotypy across multiple settings and activities. Additionally, increases in on‐task behavior were observed for two of three participants. All participants preferred to engage with tasks while listening to music.

Abstract Previous research has shown that divided‐attention performance is sensitive to variations in relative reinforcement in a manner consistent with the generalized matching law. Two experiments with pigeons were designed to better understand the effects of different reinforcement conditions on divided‐attention performance. Experiment 1 asked whether separate experience with different relative reinforcement probabilities for elements alone would produce changes in performance during nondifferentially reinforced divided‐attention trials with compound samples consisting of those elements. The results suggest that accuracy following compound sample trials varied as a function of relative reinforcement experienced in element trials in a manner consistent with the matching law. Experiment 2 used an adjusting‐sample‐duration procedure to maintain constant accuracy on element and divided‐attention trials and varied the probability of reinforcement across conditions. The sample durations that were required to maintain constant accuracy increased as reinforcement probability decreased even though that longer sample durations were required to maintain accuracy for compound‐sample trials than for element‐sample trials (the element‐superiority effect). Overall, the present results are consistent with the notion that increased attention is allocated to stimuli that are associated with more reinforcement.

Abstract Two recent studies provided participants with their preferred music on synchronous schedules for increasing and decreasing their walking speed on a treadmill. Both studies demonstrated schedule control with most of their participants; however, the researchers speculated that presession rules may have contributed to this control. The purpose of this study was to examine how rules influenced schedule control of walking speed with the treadmill preparation. First, we randomly assigned 39 participants to one of three groups: accurate rules, inaccurate rules, or no rules. Second, we identified each participant's preferred music genre using a conjugate assessment. Third, we exposed each participant to five mixed‐schedule components while they walked on a treadmill. The components differed in terms of the walking‐speed requirements for participants to access reinforcement, and participants received accurate rules, inaccurate rules, or no rules about upcoming contingencies prior to each component presentation. Results showed schedule control emerged for (a) 8 of 13 (61%) participants in the accurate rules group, (b) 0 of 13 (0%) participants in the inaccurate rule group, and (c) 1 of 13 (7.69%) participants in the no rules group. Results also showed that 24 of 26 (92.3%) participants in the two rules groups changed their speed in accordance with the rules before contacting consequences. Collectively, the findings suggest that rules can either facilitate or impede schedule control with synchronous reinforcement schedules during the treadmill preparation.