In synchronous-reinforcement schedules, the duration of behavior directly controls the duration of reinforcement on a moment-to-moment basis. We replicated and extended Diaz de Villegas et al. (2020) by comparing the effects of synchronous reinforcement with two accumulated-reinforcement schedules for increasing on-task behavior for seven…

Basic and retrospective translational research has shown that the magnitude of resurgence is determined by the size of the decrease in alternative reinforcement, with larger decreases producing more resurgence. However, this finding has not been evaluated prospectively with a clinical population. In Experiment 1, five participants experienced a…

Token reinforcement procedures are used to increase appropriate behavior (e.g., completion of instructional tasks) and decrease problem behavior (e.g., aggression) in a wide array of clinical contexts. Token exchange-production schedules, which specify the number of tokens that must be accrued to produce the exchange schedule, are important…

Objective: In the present study, we sought to determine the differences among college students using e-cigarettes, cigarettes, or both products (dual users) on smoking outcome expectancies and the role of smoking expectancies and e-cigarette use in cessation attempts. Participants: We surveyed 1,370 undergraduate college students from November…

The aim of this article is to provide a concise overview of the theoretical assumptions of behaviorism, which generally informs "traditional" approaches to sport coaching. B.F. Skinner's (1904--1990) theory of operant conditioning is discussed, alongside considerations for sport coaching practice. For coaches who draw upon the principles…

Research has demonstrated the efficacy and effectiveness of using high preferred stimuli as reinforcers to change individual behavior. However, these high preferred reinforcers are not always readily available or it may not be in the individual's best interest to use them (i.e., high calorie edibles). Previous research has demonstrated that…

Students sometimes engage in challenging behaviors that require teachers to select and design appropriate behavior management interventions. Teachers may choose from various evidence-based intervention strategies when addressing students' challenging behaviors. Reinforcement-based strategies are preferred due to their desirable long-term outcomes.…

Differential reinforcement of other behavior (DRO) is a commonly used reinforcement-based system for reducing problem behavior. DRO systems are particularly useful in that they are effective for the treatment of maladaptive behavior and can be individualized based on the needs of the learner. One possible way to enhance the effectiveness of DRO…

Differential reinforcement of other behavior (DRO) is a reinforcement schedule that commonly includes the delivery of a reinforcer following an interval during which a target behavior did not occur and extinction (i.e., the reinforcer is withheld following any instances of the target behavior). Although interventions using DRO schedules can…

Hazing prevention and education efforts continue to evolve in response to changing student behavior. The organic and anomic nature of hazing is deeply embedded in higher education, permeating across campus reinforced by cultural norms and institutional practices. While numerous approaches attempt to disrupt hazing, public health approaches,…

School-wide behavior problems can vary significantly from structured to unstructured settings. Often problem behaviors can spike during unstructured times such as lunch and recess and the use of Tier 1 positive behavior interventions and supports (PBIS) can be used to reduce student behavior problems in these settings. Using a token economy as an…

As a treatment for escape-maintained problem behavior, differential reinforcement of alternative behavior (DRA) is typically initiated by reinforcing compliance on a dense reinforcement schedule. This work schedule is then progressively thinned such that the individual is required to complete more work, up to some socially acceptable terminal…

The prevalence of students with behavioral problems who also have learning problems has been reported to be as high as 50% (Glassberg et al. "Behavioral Disorders," 25, 9-21, 1999). In the current study, we progressively evaluated the effects of positive reinforcement, instructional strategies, and, if needed, negative reinforcement on…

Positive, proactive classroom management strategies support academic and behavioral student outcomes while fostering positive teacher-student relationships. However, teachers often cite struggles with classroom management and challenging student behavior as key reasons they ultimately leave the field. Additionally, pre-service teachers often fail…

Many students with emotional and behavioral disorders (EBD) engage in challenging behavior on a daily basis. Such behaviors can have negative impacts on students, teachers, and families. In an effort to support students with EBD, this article provides general and special education teachers with a five-step process for teaching replacement…