To meet global competition many companies have reorganized work process systems, eliminated management levels, formed employee work groups and implemented variable compensation systems. This study investigated the effect of group incentives on individual sales performance in two specialty shops located in a large metropolitan hotel. Two questions were addressed: What effect would adding a group bonus plan have on individual employee's sales performance who had previously received hourly wages in one shop; and, what effect would changing an individual incentive plan to a group plan have on the individual employee's sales performance in the other shop. In one shop 5 of 7 employees' productivity increased: in the other, 1 of 3 subjects' productivity increased. Contingencies in both shops are analyzed and suggestions offered for future research.

This study investigated the effects of verbal and graphic feedback alone and in combination with praise on the data-recording behavior of 12 direct care trainers (DCTs) who recorded their reinforcer deliveries as they interacted with mentally retarded clients. An additional variable examined was the effect of time of delivering feedback on subsequent data-recording behavior. Feedback was delivered by the experimenter. Correspondence checks were conducted and a three-phase multiple condition experimental design was used. All feedback conditions produced an observable difference in DCT data-recording behavior. Time of delivery of feedback also appeared to have an effect on the amount of data recorded by DCTs.

A popular approach to operating organizations in the 1990s is the implementation of work teams. The current literature offers little information on the use of performance management techniques in work team settings. This case study examined the effects of employing a performance improvement strategy on employee performance in a work team environment comprised of part-time graduate students. The performance improvement strategy included composing job descriptions, job aids (e.g., work organization charts), task request logs and posting weekly and monthly performance feedback. Improvements were observed in some aspects of team performance. Some of the improvement was due to task clarification and improved scheduling produced by the antecedent interventions. Performance feedback had little effect on measured performance but seemed to facilitate discussion and problem-solving.

The banquet staff at a north Texas hotel were responsible for setting up 11 different functions (e.g., buffet dinners) for conferences and meetings. The functions were often set up late and items were often omitted. An analysis suggested that performance problems were the result of weak antecedents, inefficient work procedures, inadequate training and a lack of motivating consequences. An intervention consisting of task checklists, feedback, goal setting, monetary bonuses, training and job aids was designed to enhance the accuracy and timeliness of function setups. Performance increased from an average of 68.8% on the quality measure (accuracy plus timeliness) in baseline, to 99.7% during the intervention phase. Performance decreased to 82.3% during a follow-up phase in which parts of the intervention were discontinued by hotel management. Performance increased to 99.3% with the reintroduction of the intervention phase.

This study was a follow up to P. C. Dams' (1996) unpublished University of North Texas masters thesis, The effect of defect probability during training on inspection accuracy in a quality control simulation. Graphics of computer circuit boards were presented in dyads with an error free sample on the left and a comparison on the right. Comparisons had either a rotation or transposition defect, or were error free. Subjects had 10-s to accept or reject the comparison as identical to the sample. They were trained using two different stimulus fading procedures (using descending defect probabilities) and immediate feedback. Defect probabilities for the Tens were 0.60, 0.50, 0.40, and 0.30 and for the Twenties were 1.00, 0.80, 0.60, and 0.40. The last 4 pretraining and posttraining sessions were compared and the posttraining performance of the Twenties, as compared to the Tens, demonstrated greater improvement over pretraining performance. No firm conclusions could be drawn as to the effectiveness of either training procedure. The significance of the current investigation and suggestions for future research are discussed.

Electrodermal responding (EDR) and heart rate (HR) were assessed for seven subjects participating in a reaction time task consequated with monetary bonuses (250, 100, and 10), monetary penalties (250,100, and 10), and a monetary neutral value (00). Unlike previous research employing group designs and a tonic measure (i.e., mean over long periods of time), this study utilized a single-subject design and a phasic measure (i.e., mean over 2-s intervals). Heart rate data was too variable for meaningful analysis. EDR data showed that the peak levels of EDR were higher for penalties than for the corresponding values of bonuses (e.g., -250 vs. +250) for most subjects. Similarly, peak levels of EDR were generally higher during sessions in which consequences were presented than in sessions during which consequences were absent.

Twenty-five adolescents' ranking of a set of equally highly valued goals on a Paired-comparisons Survey was compared with what adolescents say they are doing to achieve those goals. Results of the Paired-comparisons Survey showed that adolescents ranked career, interpersonal, and educational goals rather high and reputation and self-presentation goals rather low. Results analyzed with a contingency coefficient and biserial correlation indicated that not all number one ranked goals had the same value for a particular adolescent, and that number one ranked goals were correlated with verbal reports of concrete actions directed at achieving those goals.

This experiment examined the effects of extinction on rate of responding and several topographical and temporal measures in adult humans. Three college students were trained to type the sequence 1•5•3 on a numeric keypad on a computer. The subjects were exposed to different fixed-ratio schedules of reinforcement (FR1, FR 5, and FR10 respectively) and extinction. Subjects displayed typical schedule performances during the maintenance phase of the experiment. During extinction the performances were disrupted, they showed a "break and run" pattern and a general decrease in responding. Also, new topographical and temporal patterns emerged. These data are consistent with those reported for non-human species and special human populations.

This research examines the effects of task interspersal and density of reinforcement on several behaviors of an autistic 6-year-old boy during the performance of a visual matching task and two auditory matching tasks. Experiment 1 investigated the effects of interspersing high and low accuracy tasks on correct matching responses, positions of matching responses, looking away, and self-injurious behavior (SIB). The effects of interspersed trials were evaluated using an ABAB multiple treatments design. Results indicated that interspersed trials produced slightly more correct responses during the visual matching task; however, correct responses decreased during the other two tasks. The use of interspersed trials also decreased looking away from the stimuli and SIB. Experiment 2 evaluated the effects of reinforcement density apart from task interspersal. Two conditions, reinforce-corrects-only and reinforce-all-responses, were compared in Experiment 2. Correct responses increased slightly for all three tasks during the reinforce-all-responses condition. Looking away and SIB were very infrequent throughout Experiment 2.

A multiple baseline design was employed to evaluate the effectiveness of a sibling training package including modeling, role-play, and feedback on play and engagement between children with autism and their siblings. The results of two experiments suggest that, following training, siblings of children with autism correctly implemented all trained interaction components. Additionally, Experiment II assessed and programmed generalization to other materials and a non-training setting. The results showed that some unprogrammed generalization to non-trained toys occurred. Conversely, siblings engaged in trained skills in a non-training setting (home) only following the experimenter's instructions to generalize. In both experiments, the siblings' overall engagement and physical proximity of play in training sessions increased significantly above baseline. This study extends previous research in that it includes additional stimulus and response generalization measures.

The purpose of this experiment was to evaluate the effects of a conflicting instruction on FR-5 performances by an ABABC design. After all four college students were consistently pressing 1-5-3 followed by sound-clips, the schedule value changed to FR-5 (A). Then they were presented with the written instruction "Press 426" (B) in addition to the previous condition. In the last condition (C), 1-5-3 responses were then scheduled for extinction in three participants and the reinforcer was changed from sound-clips to points for one participant. The results showed that unlike previous experiments, instructions did not override the scheduled contingencies. Instruction-following occurred only when there were no other contingencies (i.e., extinction of 1-5-3) or the scheduled reinforcer for FR-5 performances was weak.

Behavioral economic theory describes a relation between response requirement and magnitude of reinforcement, and combines these variables into one independent variable (unit price) affecting operant behavior. This study investigated the relative effects of cumulative feedback on consumption for money as a commodity. Subjects were exposed to ranges of unit prices with or without a cumulative feedback bar on the computer screen indicating monetary earnings. For all participants in this study, consumption of money was a decreasing function of unit prices and the results from the present study are consistent with the behavioral economic prediction that increasing the unit price of a commodity will decrease consumption of that commodity. Analyses of demand curves, elasticity coefficients and response rates suggested differences between Feedback and No Feedback groups, although these were small and not statistically significant. The small differences observed were consistent with a behavior strengthening effect of feedback.

This study examines the effects of training in two yoked learning channels (hearsee/say and hearsee/write) on the acquisition, generalization and retention of learning. Four fifth-grade participants were taught the lower-case letters of the Greek alphabet. Twelve letters were taught in the hearsee/say channel and twelve letters taught in the hearsee/write channel for equal amounts of time. The see/say channel reached higher frequencies at the end of training and showed higher acquisition celerations than the see/write channel. However, the see/write channel showed higher accuracy and retention than the see/say channel. The see/write channel also showed greater generalization across learning channels including the see/say, think/say, think/write and see-name/draw-symbol.

Methods for the determining the functional properties of problem behaviors are necessary for the design of successful treatments. Many of the currently utilized methodologies are chosen based on their speed, ease of application or for the perceived risk-reduction they afford. However, when thoroughly analyzed many of these methods fall short of their intended purpose. The current study attempted to assess dangerous problem behavior through a functional assessment of functionally related precursor behaviors during analog sessions. Results indicate that for three participants, placing the reinforcing contingencies on these related precursor behaviors produced differentiated outcomes during the assessment. These outcomes matched the outcomes of assessments of the more dangerous problem behaviors.

Missed appointments by patients are a major problem for health care professionals. To combat this issue, some optometrists use a pre-appointing system in which patients are scheduled for an annual exam a year after their initial visit. Prior to that subsequent appointment, clinic staff often try to contact the patient to confirm the appointment. This study examined baseline levels of appointment keeping, analyzed existing processes for pre-appointing patients, and introduced a revised process package to improve appointment keeping at an eye care clinic. This package included training, mailed postcard reminders and two phone call reminders. Results indicate appointment keeping by pre-appointed patients increased over baseline. The intervention was also shown to be cost-beneficial.

Three groups of participants were exposed to different unit price sequences. Unit prices for all groups ranged from unit price 1 to 21. Analyses of demand curves, response rates, session duration, and elasticity coefficients suggest that the sequence of exposure to unit prices can affect the elasticity of demand. In addition, the size of unit price contrast, direction of unit price change, and proximity to experimental milestones also may affect the consumption of monetary reinforcers.

The effects of non-differential reinforcement and differential reinforcement on problem behaviors and accuracy of responding of autistic children was examined. In experiment 1, one child with autism participated, and in experiment 2, two children with autism participated. In the non-differential reinforcement condition both prompted and unprompted responses were reinforced. In the differential reinforcement condition only unprompted responses were reinforced. Overall, problem behaviors were more frequent in the non-differential reinforcement condition. In experiment 1, accuracy was higher in the differential reinforcement condition, while experiment 2 showed inconclusive results with regards to accuracy. It is concluded that non-differential reinforcement can decrease problem behaviors in teaching situations, but may not be sufficient to ensure acquisition of target tasks.

A comprehensive measurement system was developed to monitor play in children with autism and typically developing children. The study was conducted in a preschool operated in conjunction with a center-based program for children with autism. The development of the measurement system was based on observations of four children with autism and three typically developing children during social and play activites. Data were collected on material use and several dimensions of play: Simple Manipulation, Functional Manipulation, Symbolic Toy Play, Symbolic Role Play and Play Themes. The results indicated that the measurement system consistently measured a wide range of play behaviors across children and materials. Significance of the information gathered from the measurement system in assessing play and designing interventions is discussed.

This study investigated the effects of a shaping program for halter training across 8 steps in the program and 4 trial-terminating, or "undesirable," responses. Three La Mancha goats (Capra hircus) located at the Frank Buck Zoo in Gainesville, Texas were used for the study. A fixed-time 15 s (FT-15 s) was used during the baseline conditions, to examine the effects of response contingent and response-independent food deliveries, as well as to examine what preliminary steps might not necessarily have to be shaped. All 3 goats successfully learned to allow the halter to be placed on them and to lead on the halter, although 2 of the 3 goats required an additional task analysis for the fifth step to further break down that approximation. Several of the early steps selected by the researchers were not necessary to complete the program, as determined by the baseline condition.

The purpose of this experiment was to evaluate the effects of alternative contingencies on instruction following by an ABA design. Three college students consistently pressed keys 1-5-3 and 4-8-6 in the presence of the written instruction "Press 153" or "Press 486." During condition A, the contingencies for following and not following the instruction were the same: CON FR5 FR5 and CON FR20 FR20. During condition B, the contingencies for following and not following the instruction were different: CON FR20 FR5. For one participant, the schedule of reinforcement was then changed to FR30. The results showed that subjects followed instructions when the schedule of reinforcement was the same for instruction following and not following.

The purpose of this study was to evaluate the effects of a computer program on the training and maintenance of diaphragmatic breathing. The biofeedback portion was visual computer training and the results were displayed concurrently with participants' breathing responses to monitor display. The verbal feedback portion was praise that was given and recorded when participants responded with predominantly diaphragmatic breathing at the scheduled moment and response instruction that was given when participants responded with predominantly thoracic breathing. The results of this study indicate the computer program's effectiveness needs to be increased by supplementation with verbal feedback.

This study investigated effects of monitoring on correspondence between nonverbal responding and verbal descriptions of those contingencies, when verbal descriptions and contingencies were compatible and when incompatible. In the Nonverbal Component, the contingency for key pressing was either on a 0.8 s IRT or a 3.4 s IRT. In the Verbal Component, subjects made responses to a statement about the contingency for reinforcement in the Nonverbal Component. Shaping was used to establish targets of 0.8 s and 3.4 s in this component. Results indicated that across 7/8 opportunities subjects exhibited nonverbal and verbal behavior that was sensitive to their respective contingencies regardless of compatibility. This sensitivity to contingencies was not affected by the presence of a monitor.

This study examined the effects of response restriction (blocking and protective equipment) on subsequent durations of self-injury with two female participants with developmental disabilities. First, a functional analysis was conducted with each participant to identify potential maintaining variables of the self-injury. Second, access to the response was systematically restricted in a multiple schedule restriction paradigm. A baseline extended alone was conducted without the restriction component in place as a control condition. For one participant the results suggested that response restriction may have increased subsequent durations of responding once the restriction element was removed. For a second participant responding did not appear to be affected by the restriction component.

The immediate and subsequent effects of different durations of response restriction were evaluated in a multiple schedule design. Response restriction components of 15, 30, and 60 minutes were conducted between 15 minute alone components. Levels of responding subsequent to the termination of response restriction procedures were compared to free operant levels prior to the implementation of response restriction. Responding during response restriction components reduced to near zero levels. Subsequent levels of responding were similar to or exceeded free operant baseline levels. Results are discussed in terms of potential operant mechanisms responsible for levels of responding subsequent to response restriction.