In three experiments, behavior maintained by fixed-interval schedules changed when response-independent reinforcement was delivered concurrently according to fixed- or variable-time schedules. In Experiment I, a pattern of positively accelerated responding during fixed interval was changed to a linear pattern when response-independent reinforcement occurred under a variable-time schedule. Overall response rates (total responses/total time) decreased as the frequency of response-independent reinforcement increased. Experiment II showed that the response-rate changes in the first experiment were controlled by the response-reinforcer relation, but the changes in patterns of responding were similar whether concurrently available reinforcement at varying times was response-dependent or response-independent. In the final experiment, the addition of response-independent reinforcement at fixed times to a fixed-interval schedule resulted in changes in both local and overall response rates and in the occurrence of positively accelerated responding between reinforcements. These results suggest that the temporal distribution of reinforcers determines response patterns and that both the response-reinforcement dependency and the schedule of reinforcement determine overall response rates during concurrently scheduled response-dependent and response-independent reinforcement.
The case is made for using single-subject designs in evaluating psychological interventions for sport skills acquisition and performance enhancement. Advantages of single-subject designs are discussed, along with examples and considerations in the use of the A-B-A-B and multiple-baseline designs.
At a time when the emphasis on accountability has never been greater, single-case designs can provide invaluable assistance to those caring for the developmentally disabled. While there are many types of single-case designs that can be used to collect accurate information regarding the quality of services, the present article is restricted to a consideration of multiple-baseline and multiple-probe designs. Although certain assessment and evaluation conditions might make different single-case designs more appropriate, the inherent flexibility of multiple-baseline and multiple-probe designs gives them greater potential for educational and treatment settings. Both designs are described, illustrated, and discussed. Practical and statistical criteria for assessing the significance of changes in behavior are presented.
Providing equal educational access to students with disabilities is both a legal and a moral obligation. It is also an important component of the educational experience of all students. The authors offer suggestions for creating inclusive, accessible campus environments.
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