Behavioral momentum and the partial reinforcement effect.

Nevin, John A.

doi:10.1037/0033-2909.103.1.44

Cited by 183 publications

(187 citation statements)

References 51 publications

(144 reference statements)

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“…Among the three quantitative areas cited by Waltz and Follette (2009), behavioral momentum theory provides a possible example. Many different momentum equations have been proposed (e.g., Brown & White, 2009;Nevin, 1988Nevin, , 2003Nevin, Davison, & Shahan, 2005;Nevin & Grace, 2000;Reid, 2009), and it is difficult to find two investigations that employ precisely the same equation. Perhaps as a result, we are aware of no translational investigation in which a momentum equation was presented or featured in the analyses.…”

Section: Sometimes There Is No Standard Equationmentioning

confidence: 99%

“…Surprisingly, little has been written for general consumption on this topic. To be sure, many valuable resources on quantitative analysis are available, including treatises on the role of quantitative analysis in basic science (e.g., Marr, 1989;Shull, 1991) and reviews that focus on specific quantitative models (e.g., Baum, 1979;Green & Myerson, 2004;Nevin, 1988;Rachlin, 2006). These, however, often lack a translational perspective.…”

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confidence: 99%

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What are we doing when we translate from quantitative models?

Critchfield

Reed

2009

BEHAV ANALYST

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Although quantitative analysis (in which behavior principles are defined in terms of equations) has become common in basic behavior analysis, translational efforts often examine everyday events through the lens of narrative versions of laboratory-derived principles. This approach to translation, although useful, is incomplete because equations may convey concepts that are difficult to capture in words. To support this point, we provide a nontechnical introduction to selected aspects of quantitative analysis; consider some issues that translational investigators (and, potentially, practitioners) confront when attempting to translate from quantitative models; and discuss examples of relevant translational studies. We conclude that, where behavior-science translation is concerned, the quantitative features of quantitative models cannot be ignored without sacrificing conceptual precision, scientific and practical insights, and the capacity of the basic and applied wings of behavior analysis to communicate effectively.

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Section: Sometimes There Is No Standard Equationmentioning

confidence: 99%

mentioning

confidence: 99%

What are we doing when we translate from quantitative models?

Critchfield

Reed

2009

BEHAV ANALYST

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“…Tal asserção só é aceita se sua massa for conhecida, caso contrário, é necessária uma força oposta a esse corpo em movimento para então se conhecer seu momentum. Tem-se que a mudança na velocidade do corpo (dado essa força oposta) é inversamente proporcional a sua massa (Nevin, 1984, 1988, Nevin, Mendell, & Atak, 1983. No que diz respeito à metáfora do Momentum Comportamental, as respostas emitidas durante uma linha de base são análogas à velocidade de um corpo e, a mudança nessas respostas, após a inserção de uma variável que mude em algum aspecto a condição anteriormente estabelecida, é análoga a força oposta ao corpo em movimento.…”

Section: Introductionunclassified

“…Por exemplo, diferenças entre extinção e comida independente da resposta (Nevin et al, 1983(Nevin et al, , 1988. Os estudo de Nevin, et al (1983) avaliou o emprego desses dois procedimentos para se estudar a resistência à mudança.…”

Section: Introductionunclassified

“…Em contrapartida, quando se emprega extinção, há uma alteração na medida, e a avaliação deve ser mais complexa. Segundo Nevin (1988), há ênfase na necessidade de se aplicar uma operação contínua e uniforme entre as condições em que se quer avaliar menor/maior resistência à mudança (Nevin, 1974(Nevin, , 1979. Assim, é necessário cautela ao se falar um comportamento mais resistente que outro quando se tem uma operação que é diferencial para duas condições.…”

Section: Introductionunclassified

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Resistência à mudança: efeitos da administração e retirada do etanol

Cunha¹

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Assessing the severity of behavior disorders: Rankings based on clinical and empirical criteria

Clarizio

Klein

1995

Psychol. Schs.

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School psychologists need to assess the severity of behavior disorders accurately to facilitate comprehensive diagnosis, to provide appropriate intervention, to enlighten research efforts, and to be in compliance with state and federal guidelines. Although clinicians in fields such as mental retardation categorize severity of behavior to make diagnostic and general treatment decisions, school psychologists rarely attempt to assess severity in any systematic or comprehensive way. The primary purpose of this study is to see how 92 practicing school psychologists rank 11 variables in their assessments of SED in school-age children. A secondary purpose is to examine the extent of school psychologists' reliance upon clinical and empirical criteria in assessing the seventy of SED. It is concluded that school psychologists agree in their rankings of variables from most to least important and that they do not consider empirical criteria more important than clinically based criteria when assessing SED. Implications for practice are presented.The accurate assessment of the severity of behavior disorders by school psychologists is necessary to facilitate comprehensive diagnosis, to provide appropriate intervention, to enlighten research efforts, and to be in compliance with state and federal guidelines. Children who exhibit more severe behavior often need additional or more intensive services. Epstein, Detwiler, and Reitz (1985) pointed out that higher quality interventions will not be forthcoming until the behaviors of children now classified as seriously emotionally disturbed (SED) or behavior disordered (BD) are more accurately assessed. Assessing the severity of behavior is also necessary to satisfy the least restrictive environment (LRE) and appropriate education requirements of the Individuals with Disabilities Education Act (IDEA, 1990). School psychologists cannot recommend appropriate placements and treatment plans for children with SED until an accurate measure of severity is obtained. Unfortunately, there is little systematic mention of assessing for severity of behavior disorders in texts on child psychopathology (Achenbach,

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Behavioral momentum and the partial reinforcement effect.

Cited by 183 publications

References 51 publications

What are we doing when we translate from quantitative models?

What are we doing when we translate from quantitative models?

Resistência à mudança: efeitos da administração e retirada do etanol

Assessing the severity of behavior disorders: Rankings based on clinical and empirical criteria

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