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PubMed1977

[Effects of difenamizole on behavior maintained by schedule of positive reinforcement (author's transl)].

The anti-nociceptive dose of difenamizole, morphine, aminopyrine and aspirin was studied for effects on behavior maintained by schedule of positive reinforcement. Male, albino rats were trained to press a lever for food pellets on a fixed-ratio (FR) 10 and 30 schedule of reinforcement or a differential reinforcement of low rates of responding (DRL) schedule. Difenamizole (200 and 400 mg/kg, p.o.) produced a dose-related decrease in the response under FR-10 schedule. The response rate decrease observed under the FR-10 schedule was similar to that resulting from the oral administration of 400 mg/kg of aminopyrine. Response in the FR-30 schedule was not affected by any dose of difenamizole (100 approximately 400 mg/kg, p.o.) and aminopyrine (200 approximately 400 mg/kg, p.o.). In the response maintained by the DRL schedule, the overall response rate and the mean interresponse time were not altered significantly by most doses of difenamizole, aminopyrine and aspirin given, however, food reinforcement was decreased significantly with ingestion of these drugs. Morphine (20 mg/kg, p.o.) shortened the mean interresponse time and increased the response in DRL schedule. These results suggest that the central action of difenamizole is similar to that produced by aminopyrine, but not that produced by morphine.

Aminopyrine↗

PubMed1991

Establishment of drug discrimination and drug reinforcement in different animal strains: some methodological issues.

The study of drug reinforcement and drug discrimination in different animal strains raises some methodological issues. Potential problems are discussed, and some possible solutions are mentioned. A distinction is made between establishment of drug reinforced behavior and the maintenance of drug reinforced behavior. A similar distinction holds for the establishment and maintenance of drug discriminations. Strain differences may arise during either the establishment or maintenance phases. Interpretation of findings of strain differences is also discussed. Lastly, a distinction is made between drug self-administration and drug reinforcement.

Alcohol Drinking↗

PubMed1989

Self-reinforcement scores of alcoholics.

The mean self-reinforcement score of 62 chronic alcoholics was significantly lower than the mean score of 18 age- and sex-matched normal controls. However, both groups scored higher than the mean score of 300 normal undergraduates in a study by Heiby: low self-reinforcement scores do not seem to be unique to alcoholics. In alcoholics, the self-reinforcement scores were significantly correlated with the majority of the MMPI clinical scales: the highest coefficients were with the Social Introversion, Depression, Psychasthenia, and Schizophrenia--lower self-reinforcement level was associated with more psychopathology.

Adult↗

PubMed1990

Alcohol: mechanisms of addiction and reinforcement.

This chapter examines positive and negative reinforcement mechanisms which play a significant role in alcohol abuse and alcoholism. Consideration is given to the role of euphoria and anxiolytic effects of alcohol as the basis of positive reinforcement, and physical dependence and aversive consequence of drinking as the basis of negative reinforcement. The motivational significance of each of these is discussed with respect to various animal models of addiction and clinical and human research. Brain neurochemistry, neuropharmacology and genetic research data are evaluated from the perspective of reinforcement mechanisms involved with alcohol addiction.

Alcohol Drinking↗

PubMed1999

Experimental anxiety and the reinforcing effects of ethanol in rats.

In order to examine the relationship between anxiety and reinforcing effects of alcohol, drug-naive male Wistar rats weighing 250-300 g were classified as "anxious" and "non-anxious" in the elevated plusmaze test. A conditioned place preference test was then used to investigate the reinforcing effects of ethanol (EtOH) on these animals. On 2 alternate days, groups of "anxious", "non-anxious" and "normal" rats received intraperitoneal (i.p.) injections of EtOH (0.5, 1.0 or 1.5 g/kg) immediately before a 15-min confinement to the white compartment. On the 2 intervening days the same rats received i.p. injections of saline before confinement to the opposite compartment. On day 5, a 15-min free-choice test was carried out with no injections. Rats classified as "anxious" showed a significant, though not dose-dependent preference for all doses of ethanol compared to saline-treated animals. These data demonstrate that rats regarded as "anxious" are more sensitive to the reinforcing effects of EtOH than "non-anxious" and "normal" Wistar rats and emphasize the relevance of the basal levels of anxiety of rats when trying to detect the reinforcing effects of EtOH.

Animals↗

PubMed1977

Stimulus control in the classroom as a function of the behavior reinforced.

Eight fifth- and sixth-grade children with behavior problems performed in a classroom under three conditions: (1) unreinforced baseline, (2) reinforcement for being on task, and (3) reinforcement for the accuracy and rate of math problems solved. The teacher was absent for a portion of the class session under each of these conditions. In the teacher's absence, on-task behavior declined markedly and disruption markedly increased, regardless of the reinforcement condition in operation. In addition, the teacher's absence resulted in fewer problems attempted and decreased accuracy. However, the extent to which the children became disruptive was reduced and the number of problems attempted increased when reinforcement was contingent on academic accuracy and rate, instead of being contingent on being on task. The results suggest that by providing contingencies for the products of a child's classroom activities, rather than for being on task, the child will become more independent of the teacher's presence, and more under the control of the academic materials.

Achievement↗

PubMed1979

Instructions, feedback, and reinforcement in reducing activity levels in the classroom.

The biomotometer, an electronic device which simultaneously measures motor activity and provides auditory feedback, was used in combination with material reinforcers in an experiment to reduce children's activity level in a classroom setting. Subjects were nine boys and two girls, aged 9--13, from a day hospital program for emotionally disturbed children. After five baseline trials, each child had five contingent reinforcement trials in which he/she received feedback "beeps" from the biomotometer and was given toy or candy rewards after each trial in which activity fell at least 20% below mean baseline level. Then five noncontingent reinforcement trials were run in which children received rewards for wearing the apparatus without the feedback attachment. Results indicated that the intervention "package," including instructions, feedback, and contingent reinforcement, was successful in all five trials for 8 of 11 children. Activity levels increased during the final noncontingent phase.

Acoustic Stimulation↗

PubMed1987

Self-stimulatory behavior and perceptual reinforcement.

Self-stimulatory behavior is repetitive, stereotyped, functionally autonomous behavior seen in both normal and developmentally disabled populations, yet no satisfactory theory of its development and major characteristics has previously been offered. We present here a detailed hypothesis of the acquisition and maintenance of self-stimulatory behavior, proposing that the behaviors are operant responses whose reinforcers are automatically produced interoceptive and exteroceptive perceptual consequences. The concept of perceptual stimuli and reinforcers, the durability of self-stimulatory behaviors, the sensory extinction effect, the inverse relationship between self-stimulatory and other behaviors, the blocking effect of self-stimulatory behavior on new learning, and response substitution effects are discussed in terms of the hypothesis. Support for the hypothesis from the areas of sensory reinforcement and sensory deprivation is also reviewed. Limitations of major alternative theories are discussed, along with implications of the perceptual reinforcement hypothesis for the treatment of excessive self-stimulatory behavior and for theoretical conceptualizations of functionally related normal and pathological behaviors.

Autistic Disorder↗

PubMed1988

Identifying reinforcers for persons with profound handicaps: staff opinion versus systematic assessment of preferences.

We evaluated a systematic means of determining stimulus preferences among seven profoundly handicapped persons. Preferences were determined by observing student approach responses to individual stimuli. Results indicated that there were differential stimulus preferences across the multiply handicapped participants. However, results of the systematic assessment did not coincide with the results of a more traditional, caregiver-opinion method of assessing student preferences. A second experiment was then conducted with five participants to evaluate whether stimuli that were assessed to consistently represent preferences would function as reinforcers in skill training programs. Results indicated that stimuli that were systematically assessed to represent student preferences typically functioned as reinforcers when applied contingently. However, preferred stimuli as reflected by caregiver opinion did not function as reinforcers unless those stimuli were also preferred on the systematic assessment. Results are discussed in terms of assisting profoundly handicapped persons by (a) improving the effectiveness of training programs by increasing the likelihood of using stimuli that have reinforcing value and (b) increasing the overall quality of life by providing preferred stimuli in the routine living environment.

Adolescent↗

PubMed1996

Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences.

We compared three methods for presenting stimuli during reinforcer-preference assessments: a paired-stimulus format (PS), a multiple-stimulus format in which selections were made with replacement (MSW), and a multiple-stimulus format in which selections were made without replacement (MSWO). Results obtained for 7 participants showed moderate to high rank-order correlations between the MSWO and PS procedures and a similar number of identified reinforcers. In addition, the time to administer the MSWO procedure was comparable to that required for the MSW method and less than half that required to administer the PS procedure. Subsequent tests of reinforcement effects revealed that some stimuli selected in the PS and MSWO procedures, but not selected in the MSW procedure, functioned as reinforcers for arbitrary responses. These preliminary results suggest that the multiple-stimulus procedure without replacement may share the respective advantages of the other methods.

Adult↗

PubMed1997

Noncontingent reinforcement as treatment for severe problem behavior: some procedural variations.

Noncontingent reinforcement (NCR) as a treatment for problem behavior has typically included (a) continuous access to reinforcers at the onset of treatment and (b) extinction. We extended research on NCR by conducting a three-phase preliminary investigation of these components. In Phase 1, a functional analysis showed that the problem behavior of 3 participants with developmental disabilities was maintained by tangible positive reinforcement. In Phase 2, treatment started with the initial NCR interval based on the latency to the first problem behavior during baseline. In Phase 3, treatment consisted of NCR without extinction to determine whether extinction was an essential treatment component. Results showed that the initial NCR schedule based on latency (Phase 2) and NCR without extinction (Phase 3) were effective for reducing rates of problem behavior compared with baseline. Findings are discussed regarding the initial schedule of reinforcement and extinction as components of NCR.

Aggression↗

PubMed1997

Negative side effects of noncontingent reinforcement.

Noncontingent reinforcement (NCR) has emerged as a treatment package for severe behavior problems. Although concerns about potential side effects (such as incidental reinforcement) have been raised, there have been few reported negative side effects in published studies to date. In this article, we report an NCR treatment evaluation for severe aggression that produced (a) an extinction burst and (b) incidental reinforcement. These side effects were evaluated by examining within-session response patterns and response distributions. As a solution, a brief omission contingency was added to the reinforcement schedule. The omission contingency resulted in decreased aggression rates.

Adolescent↗

PubMed1997

Displacement of leisure reinforcers by food during preference assessments.

Identification of reinforcers for individuals with developmental disabilities is often based on the outcome of preference assessments in which participants make selections from among a variety of items. We determined the extent to which individuals might show a general preference for food items over leisure items during such assessments and whether leisure items that are "displaced" by food items might nevertheless function as reinforcers. Arrays consisting of food items only and then nonfood items only were presented separately to 14 participants and then were ranked to determined preference. The top selections from these initial assessments were subsequently combined in a third assessment, and preferences were again established. All but 2 participants showed a general preference for food items, such that selection of nonfood items in the combined arrays was displaced downward relative to selection of nonfood in the nonfood-only arrays. Two of the participants were exposed to a condition in which a nonfood item was delivered contingent on the occurrence of an adaptive response, and increased rates of responding by both individuals were observed. Results are discussed in terms of limitations posed by using only food items as reinforcers and the resulting need to take precautionary measures when attempting to identify nonfood reinforcers.

Adult↗

PubMed1997

An evaluation of methylphenidate as a potential establishing operation for some common classroom reinforcers.

We conducted reinforcer assessments for 3 boys with a diagnosis of attention deficit hyperactivity disorder who alternately received either placebo or previously prescribed methylphenidate. Our purpose was to evaluate whether methylphenidate altered the relative reinforcing effectiveness of various stimuli that are often used in classroom-based behavioral treatment programs (e.g., activities, tangible items). Results showed clear differences for some stimuli between reinforcer assessments conducted when participants had received methylphenidate compared to placebo. Results suggest that methylphenidate might act as an establishing operation for some common classroom reinforcers. Implications for the development and evaluation of behavioral treatments are discussed.

Attention Deficit Disorder with Hyperactivity↗

PubMed1998

The effects of reinforcement rate on the spontaneous social initiations of socially withdrawn preschoolers.

Social skills priming was used to increase the spontaneous social initiations of 2 socially withdrawn preschoolers, 1 of whom had been diagnosed with autism. During priming sessions, the teacher prompted and reinforced social behaviors (e.g., smiling, verbal initiations). We varied the rate of reinforcement during priming sessions and measured the effects of this manipulation on the rate of spontaneous social initiations during the subsequent classroom activity. Spontaneous initiations were more frequent after high rates of reinforcement than after low rates of reinforcement.

Autistic Disorder↗

PubMed2000

The effects of response cost in the treatment of aberrant behavior maintained by negative reinforcement.

Positive reinforcement contingencies can sometimes be used to decrease problem behavior maintained by negative reinforcement (e.g., escape). In the current study, we evaluated the extent to which response cost (i.e., contingent removal of a preferred stimulus) would compete with the negative reinforcer maintaining destructive behavior. The response cost contingency reduced destructive behavior by 87% from baseline levels even though the negative reinforcement contingency (i.e., escape) remained in place.

Adult↗

PubMed2000

Further evaluation of the accuracy of reinforcer surveys: a systematic replication.

The present report evaluates the accuracy of a reinforcer survey by comparing the survey results to the results of subsequent reinforcer assessments for 20 children using a concurrent-operants arrangement to assess relative reinforcer preference. Total accuracy for the survey was determined to be approximately 57%. The results provide a systematic replication of Northup et al. (1996) with a much larger sample of children. A need for the development of more accurate and comprehensive reinforcer assessment methods for verbal children is discussed.

Attention Deficit Disorder with Hyperactivity↗

PubMed2001

Assessing reinforcers under progressive schedule requirements.

Recent research findings suggest that reinforcing stimuli may be differentially effective as response requirements increase. We extended this line of research by evaluating responding under increasing schedule requirements via progressive-ratio schedules and behavioral economic analyses. The differential effectiveness of preferred stimuli in treating destructive behavior maintained by automatic reinforcement also was examined. Results showed that one of two stimuli was associated with more responding under increasing schedule requirements for the 4 participants. Furthermore, stimuli associated with more responding under increasing schedule requirements generally were more effective in treating destructive behavior than stimuli associated with less responding. These data suggest that progressive-ratio schedules and behavioral economic analyses may be useful for developing a new technology for reinforcer identification. From a clinical perspective, these results suggest that two reinforcers may be similarly effective for low-effort tasks and differentially effective for high-effort tasks.

Adolescent↗