Using Interteaching to Promote Online Learning Outcomes.

Due to the COVID-19 pandemic, educators have been forced to rapidly transition away from in-person learning environments to completely online formats. Many of these educators have had little or no training and experience teaching online, contributing to stress and anxiety. To compound this problem even further, there are a multitude of online learning technologies from which to choose that can be relatively costly and require an intensive production process.

Analysis of factors that affect responding in a two-response chain in children with developmental disabilities.

A sequence of behaviors consisting of appropriate responses, inappropriate responses, or a combination of both can be linked together in a behavior chain. Several operant processes may disrupt behavior chains. For example, one or more members of the behavior chain may be affected when reinforcement is withheld for the last response in the chain (extinction), when the last response is reinforced even if it occurs without the other responses in the chain (unchaining), or when access to the terminal reinforcer is available independent of responding (satiation).

Schedule thinning following communication training: using competing stimuli to enhance tolerance to decrements in reinforcer density.

Functional communication training (FCT) is a widely used treatment for individuals with developmental disabilities who exhibit severe behavior problems. One inherent challenge of employing FCT as a treatment in the community is that reinforcement for appropriate communication cannot always be immediate or even possible in some circumstances. Of the few studies that have incorporated some form of schedule thinning for communication, most have reported disruption of communication or increases in problem behavior when the schedule of reinforcement is thinned.

Pyramidal training for families of children with problem behavior.

The pyramidal training model was extended to multiple family members of children with behavior disorders. Three primary caregivers were taught to implement individualized treatments for problem behavior. They were then taught how to use various instructional strategies (e.

Reinforcement magnitude and responding during treatment with differential reinforcement.

Basic findings indicate that the amount or magnitude of reinforcement can influence free-operant responding prior to and during extinction. In this study, the relation between reinforcement magnitude and adaptive behavior was evaluated with 3 children as part of treatment with differential reinforcement. In the first experiment, a communicative response was shaped and maintained by the same reinforcer that was found to maintain problem behavior.