Brief History of Applied Behavior Analysis (Aba) and Verbal Behavior
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A Comparison of Stimulus Control Procedures and Progressive Relaxation in the Treatment of Insomnia Mark L
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1979 A Comparison of Stimulus Control Procedures and Progressive Relaxation in the Treatment of Insomnia Mark L. Balen Eastern Illinois University This research is a product of the graduate program in Psychology at Eastern Illinois University. Find out more about the program. Recommended Citation Balen, Mark L., "A Comparison of Stimulus Control Procedures and Progressive Relaxation in the Treatment of Insomnia" (1979). Masters Theses. 3170. https://thekeep.eiu.edu/theses/3170 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. PAPJ<:R CERTIFICATE #2 TO: Graduate Degree Candidates who have written formal theses. SUBJECT: Permission to reproduce theses. The University Library is receiving a number of requests from other institutions asking permission to reproduce dissertations for inclusion in their library holdings. Although no copyright laws are involved, we feel that professional courtesy demands that permission be obtained from the author before we allow theses to be copied. Please sign one of the following statements: Bo(!th Library of Eastern Illinois University has my permission to lend my thesis to a reputable college or university for the purpose of copying it for inclusion in that institution's library or research holdings. Date Author I respectfully request Booth Library of Eastern Illinois University not allow my thesis be reproduced because Date Author pdm A Comparison of Stimu1us ControlProcedures and Progressive Relaxation in the Treatment of Insomnia (TITLE) BY Mark L. -
VERBAL BEHAVIOR by B. F. Skinner William James Lectures Harvard
VERBAL BEHAVIOR by B. F. Skinner William James Lectures Harvard University 1948 To be published by Harvard University Press. Reproduced by permission of B. F. Skinner† Preface In 1930, the Harvard departments of psychology and philosophy began sponsoring an endowed lecture series in honor of William James and continued to do so at irregular intervals for nearly 60 years. By the time Skinner was invited to give the lectures in 1947, the prestige of the engagement had been established by such illustrious speakers as John Dewey, Wolfgang Köhler, Edward Thorndike, and Bertrand Russell, and there can be no doubt that Skinner was aware that his reputation would rest upon his performance. His lectures were evidently effective, for he was soon invited to join the faculty at Harvard, where he was to remain for the rest of his career. The text of those lectures, possibly somewhat edited and modified by Skinner after their delivery, was preserved as an unpublished manuscript, dated 1948, and is reproduced here. Skinner worked on his analysis of verbal behavior for 23 years, from 1934, when Alfred North Whitehead announced his doubt that behaviorism could account for verbal behavior, to 1957, when the book Verbal Behavior was finally published, but there are two extant documents that reveal intermediate stages of his analysis. In the first decade of this period, Skinner taught several courses on language, literature, and behavior at Clark University, the University of Minnesota, and elsewhere. According to his autobiography, he used notes from these classes as the foundation for a class he taught on verbal behavior in the summer of 1947 at Columbia University. -
The Role of Verbal Behavior in the Analysis of the Therapeutic Process1
Conductual, International Journal of Interbehaviorism and Behavior Analysis Montaño-Fidalgo, M., Martínez-Sánchez, H., Froján-Parga, M.X. and Calero-Elvira, A. The role of verbal behavior in the analysis of the therapeutic process1 Montserrat Montaño Fidalgo2,3 Centro de Psicología Álava Reyes, Spain Héctor Martínez Sánchez Universidad de Guadalajara, México María Xesús Froján Parga Ana Calero Elvira Universidad Autónoma de Madrid, Spain Abstract Over the last 50 years, the variables established by B. F. Skinner in his work, Verbal Behavior (Skinner, 1957), have been taken into account in both empirical and theoretical research. Although historically the initial impact of Skinner's work was lower than expected, even in the areas most closely related to verbal behavior (e.g., naming, equivalence classes, rule-governed behavior), only recently have efforts focused on the analysis of verbal behavior in the context of the therapeutic process and clinical change. This paper highlights the crucial role of verbal behavior in the clinical setting by maintaining operant terminology and drawing attention specifically to the analysis of the therapist’s verbal behavior during sessions. In addition, it analyzes the role of verbal behavior in the form of instructional control and rule-governed behavior in the client-therapist interaction. The article concludes that questions regarding the status, function and variables that influence the verbal behavior generated in therapy sessions cannot yet be answered clearly and remain key objects of study. Key words: verbal behavior, clinical setting, client-therapist interaction, rule-governed behavior, instructional control, behavioral therapy Resumen Desde que Skinner publicara hace ya más de 50 años su famosa obra Verbal Behavior (Skinner, 1957), ha sido mucha la investigación empírica y teórica que ha tomado en consideración variables relacionadas con la conducta verbal. -
Cognitive Behavioral Therapy for Insomnia
Cognitive Behavioral Therapy for Insomnia Melanie K. Leggett, PhD, CBSM Duke University Medical Center Disclosures ▪ I have no relevant financial relationship with the manufacturers of any commercial products and/or providers of commercial services discussed in this CME activity. ▪ Neither I or any member of my immediate family has a financial relationship or interest with any proprietary entity producing health care goods or services related to the content of this CME activity. ▪ My content may include reference to commercial products; however, generic and alternative products will be discussed whenever possible. I do not intend to discuss any unapproved or investigative use of commercial products or devices. ▪ This presentation does not represent the views of the Department of Veterans Affairs or the United States Government. 2 Overview ▪ Development and model of insomnia ▪ CBTI components ▪ CBTI therapy ▪ Outcomes ▪ Dissemination 3 Objectives ▪ Participants will understand the conceptual model of insomnia. ▪ Participants will be able to define CBTI, describe the treatment components, and understand the therapeutic rationale. ▪ Participants will understand the indications and contraindications for CBTI and be able to describe treatment efficacy. 4 Development of Insomnia 5 Definition of Insomnia ▪ Insomnia characterized by: ▫ Trouble falling asleep ▫ Trouble staying asleep ▫ Early morning awakenings ▪ Distress/impairment in daytime functioning ▪ Adequate opportunity & circumstances for sleep ▪ At least 3x/week for 3 months ▪ Not better explained by another sleep disorder 6 Sleep Processes Homeostatic System Circadian System Sleep Arousal System 7 Spielman’s Conceptual Model of Insomnia 8 CBTI Components 9 What is CBTI? ▪ Multicomponent regimen 1. Sleep restriction 2. Stimulus control 3. Cognitive therapy 4. Sleep hygiene 5. -
Can SMART Training Really Increase Intelligence? a Replication Study
J Behav Educ https://doi.org/10.1007/s10864-018-9302-2 ORIGINAL PAPER Can SMART Training Really Increase Intelligence? A Replication Study Dylan Colbert1 · Ian Tyndall2 · Bryan Roche1 · Sarah Cassidy1 © Springer Science+Business Media, LLC, part of Springer Nature 2018 Abstract A burgeoning research stream supports the efcacy of a novel behavior- analytic intervention, known as SMART training, in raising general intelligence by training a set of crucial cognitive skills, referred to as relational skills. A sample of Irish secondary school students (n = 26) was divided into two IQ matched groups, with the experimental group receiving 12 weeks of SMART training delivered in bi-weekly 45-min sessions. WASI IQ assessments were administered at baseline and follow-up to all participants by blind testers. For each of the three WASI IQ indices and the four IQ subtests, signifcant follow-up rises were found for the experimental group only. Analyses of variance indicated a signifcant efect of training on Verbal IQ, Matrix Reasoning and Vocabulary scores. Results lend further support for the efcacy of the SMART training program in enhancing intellectual skills. Keywords Strengthening mental abilities with relational training · Relational frame theory · Derived relational responding · Intelligence · Educational intervention Introduction Training interventions designed to improve intellectual function have been devel- oped within many diferent perspectives and across numerous disciplines, including behavioral psychology (Cohen et al. 2006; Eikeseth et al. 2002; Lovaas 1987; Rem- ington et al. 2007), cognitive psychology (Au et al. 2015; Buschkuehl et al. 2008; * Dylan Colbert [email protected] 1 Department of Psychology, Maynooth University, Maynooth, Co. -
Creating Stimulus Control 1
Running head: CREATING STIMULUS CONTROL 1 Creating Stimulus Control In a Classroom for Children with Autism Emily Levy California State University, Fresno Emily This is wonderful, best in the class, doesn’t need editing….very very good. CREATING STIMULUS CONTROL 2 CREATING STIMULUS CONTROL 3 Abstract Human behavior, throughout the day, is guided by certain stimuli that signal a person what response or action is required. The term “stimulus control” is used to describe the situation when a behavior occurs in the presence of some stimuli and not others (Cooper, Heron, & Heward, 2006). Stimulus control can be created through differential reinforcement. It is commonly used with children with autism during discrete trial lessons. Stimulus control can be used in a classroom environment to increase the on-task behavior of the students. Keywords: stimulus control, differential reinforcement, classroom, autism CREATING STIMULUS CONTROL 4 Creating Stimulus Control: In a Classroom for Children with Autism It is estimated that one in 110 children in the United States have autism spectrum disorder (Centers for Disease Control and Prevention, 2011). Autism is a developmental disability that affects most children by the age of three years (American Psychiatric Association [DSM-IV-TR], 2000). There is no known cause for autism. The three main characteristics for a diagnosis of autism are deficits in language, deficits in social interactions, and restrictive, repetitive behavior. The field of Applied Behavior Analysis (ABA) implements a behavioral model that is acknowledged as an empirically validated treatment for children with autism (Schreibman, 2000). This behavioral model composes about two-thirds of the established, effective treatments for children with autism as found in the National Standards Project by the National Autism Center (2009). -
The Ontogenetic Selection of Verbal Capabilities: Contributions of Skinner’S Verbal Behavior Theory to a More Comprehensive Understanding of Language R
International Journal of Psychology and Psychological Therapy 2008, 8, 3, 363-386 The Ontogenetic Selection of Verbal Capabilities: Contributions of Skinner’s Verbal Behavior Theory to a More Comprehensive Understanding of Language R. Douglas Greer Columbia University, USA ABSTRACT I describe how Skinner’s (1957) Verbal Behavior and subsequent research that extended his theory contributes to a more comprehensive understanding of language with regard to the ontogenetic selection of verbal behavior. A large corpus of research has shown the applied utility of the theory for inducing verbal behavior in children missing certain verbal capabilities and developmental cusps. Other related work on Relational Frame theory, Naming theory, and Stimulus Equivalence provided the basis for identifying verbal developmental cusps and capabilities. Evidence on the initial independence of the speaker and listener, and research identifying the experiences that lead to the joining of the speaker and listener within the skin, suggests an empirically based theory of verbal development. This work identifies the preverbal foundations, the speaker and listener components and the experiences that lead to the capability for learning language incidentally and productive language. The growing evidence on the ontogenetic sources of language and its development in children complements the work of other scholarship in language and provides neuroscience with better tools to validate the relation between brain activity and the effects of experience. Keywords: ontogenetic selection of verbal capabilities, higher order verbal operants, verbal development, speaker-as-own-listener. RESUMEN Se describe cómo Conducta Verbal de Skinner (1957) y la investigación relacionada con- tribuyen a una aproximación más integradora del lenguaje basada en la selección ontogenética del comportamiento verbal. -
Behavior Modification: Principles and Procedures, 4Th
Your students can perform “classic” experiments that closely resemble those discussed in Miltenberger’s text Sniffy™ the Virtual Rat Lite, Version 2.0, Second Edition By Tom Alloway, Greg Wilson, and Jeff Graham Order the text packaged with Sniffy Lite and save your students money! Use: 0-495-42745-4 Students realize all of the benefi ts of using a real rat with none of the drawbacks as they master the concepts of classical and operant conditioning by training Sniffy Bring the theories of learning to life using Sniffy the Virtual Rat. Instructors across the country have praised Sniffy, a realistic digital rat in a Skinner Box, for his ability to give students hands- on experience in setting up and conducting experiments that demonstrate the phenomena of classical and operant conditioning. Users begin by training Sniffy to press a bar to obtain food. Then, they progress to studies of more complex learning phenomena. Throughout each study, a series of “Mind Windows” enables students to visualize how Sniffy’s experiences in the chamber produce the psychological changes that they’re learning in your course. Available on a cross-platform CD-ROM, the Lite version of Sniffy includes 16 exercises that cover the essential phenomena of learning psychology. Students grow to love Sniffy as he helps them learn to: • Simulate classical conditioning phenomena including acquisition, extinction, and spontaneous recovery. • Simulate operant conditioning phenomena including magazine training; shaping; extinction; primary and secondary reinforcement; variable-interval, variable-ratio, fi xed-interval, and fi xed-ratio schedule effects; and the partial-reinforcement effect. • Measure responses employed by research psychologists in a data form that can be printed and turned in for class assignments. -
Verbal Behavior
Instructor: Marc N. Branch Email address: [email protected] Phone: 273-2173 Office hours: Wednesday, 3rd period, and by appointment. Requirements; Ground rules; Format Readings: The amount of reading will vary from week to week. The number of pages is not large by graduate- student standards, but many of the readings are difficult; most could benefit from a second reading. There are two required texts: Skinner, B. F. (1957/1991). Verbal behavior. (VB) Copley Publishing Group. Winokur, S. (1976) A primer of verbal behavior (PVB). Prentice Hall You are likely already to have a copy of VB, but if you do not you may order a copy from http://www.bfskinner.org /BFSkinner/Bookstore.html ($20). Winokur’s book is out of print, so copies have been made and are available at Target copy in the Butler Plaza ($18). There will be recommended additional reading. Many should be available through ordinary web connections. Those that are not will be on electronic reserve and therefore retrievable at https://ares.uflib.ufl.edu/ Class format: The readings will provide the basis for our weekly class discussions, so I expect them to be read carefully and on time. In an effort to make the most of our time together we will try out a number of different discussion formats over the course of the semester. You should come to class prepared to discuss (not just summarize) this material. Our discussion goal will be that everyone has a clear understanding of the concepts presented. Each week the initial discussion will be on the primary, required reading assignment. -
B. F. Skinner's Analysis of Verbal Behavior: a Chronicle
ISSN 1982-3541 Belo Horizonte-MG, Brazil 2007, Vol. IX, nº 2, 21-38 B. F. Skinner’s analysis of verbal behavior: a chronicle Ernst A. Vargas Julie S. Vargas B. F. Skinner Foundation Terry J. Knapp University of Nevada, Las Vegas Abstract A time line of Skinner’s work on verbal behavior must start at the very beginning of his scientific career. Skinner laid down the conceptual framework of his Theory of Behavior as early as his thesis. He developed his experimental work within this framework, and depended on research results to adjust and modify his theory. At the same time, he initiated efforts to interpret verbal behavior within his theoretical formulations and upon the operant relations he discovered in the laboratory. Work on both mediated and nonmediated relations entwined throughout his career. He discovered the basic verbal relations slowly and inductively over a twenty-five year span of effort. Key words: Skinner, Verbal behavior, History, Theory. Introduction ior derived from an experimental analysis of a more rigorous sort” (Skinner, 957, p. ). Skinner’s writing of Verbal Behavior From the beginning, it was an effort about took place over many years, in many settings, which he was quite explicit as he stated in a and with continuous revisions. More impor- letter to Fred Keller, “What I am doing is ap- tantly, it took place within the implicit frame- plying the concepts I’ve worked out experi- work of his theory of behavior, primarily mentally to this non-experimental (but Em- based on the process of behavioral selection. pirical) field” (Skinner, July 2, 1934). -
Introduction to Behavior Therapy Terminology
Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 8-1973 Introduction to Behavior Therapy Terminology Alexandre Pacheo e Silva Nucci Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Psychoanalysis and Psychotherapy Commons Recommended Citation Nucci, Alexandre Pacheo e Silva, "Introduction to Behavior Therapy Terminology" (1973). Master's Theses. 2670. https://scholarworks.wmich.edu/masters_theses/2670 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. INTRODUCTION TO BEHAVIOR THERAPY TERMINOLOGY fcy Alexandre Pacheco e Silva Nucci A Thesis Submitted to the Faculty of The Graduate College in partial fulfillment of the Degree of Master of Arts Western Michigan University Kalamazoo, Michigan August 1973 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENT S First I wish to express my appreciation to Dr. Fred S. Keller who was the first person to consider my idea of writing this paper and who encouraged me in proceeding with it. Appreciation is also extended to Dr. Wade Hitzing, thesis advisor, and the other two members of this thesis committee, Dr. David Lyon and Dp, Paul Mount joy for their assistance to this project. Considering my staying in the United States of America as a foreign student, I want to express my full gratitude to Mr. and Mrs. B. E. Bensinger who accepted me in their home as a member of their own family. -
On Chomsky's Review of Skinner's Verbal Behavior
On Chomsky's Review of Skinner’s VERBAL BEHAVIOR Kenneth MacCorquodale University of Minnesota S kinner's book, Verbal Behavior, was published in 1957. Chomsky's review of it appeared in 1959. By the criterion of seminal influence in generating controversy and stimulating publication, both must be counted major successes, although the reputation and influence of the review are more widely acknowledged. It has been reprinted at least three times (The Bobbs-Merrill Reprint Series in the Social Sciences, No. A-34; Fodor and Katz, 1964; Jakobovits and Miron, 1967), and Chomsky has recently written (in Jakobovits and Miron, 1967, p. 142) that he would take back little of it if he were rewriting it now. Skinner's Verbal Behavior is an analysis of speech in terms of its “controlling relations” which include the speaker’s current motivational state, his current stimulus circumstances, his past reinforcements, and his genetic constitution. Skinner has accepted the constraints of natural science in his basic analytical apparatus in that all of its terms are empirically definable. He intends to account only for the objective dimensions of verbal behavior and to invoke only objective, nonmentalistic and nonhypothetical entities to account for it. The notion of control, anathema to the politically oversensitive, means only “causation” in its purely functional sense, and need not alarm. It is not arguable nor criticizable that behavior is an orderly, controlled datum, sensitive to the circumstances of the behaver; this is simply a fact which has been amply confirmed. Contents: . Introduction . Criticism 1: Verbal Behavior is an untested hypothesis which has, therefore, no claim upon our credibility .