Using Programmed Schedules of Reinforcement to Increase the Variability of Reinforcer Delivery in Classroom Assistant-Implemented Variable-Ratio Schedules.

Stacy Lauderdale Littin, Robert W Isenhower, Kimberly N Sloman, Erica Dashow

Abstract read

In one paragraph

Article in Behavior analysis in practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Stacy Lauderdale LittinDepartment of Special Education, Monmouth University, 400 Cedar Ave, West Long Branch, NJ 07764-1898 USA.ORCID 0000-0001-8000-9133

Robert W IsenhowerGraduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey, New Brunswick, NJ 08901 USA.ORCID 0000-0002-7574-7518

Kimberly N SlomanSchool of Behavior Analysis, Florida Institute of Technology, Melbourne, FL 32901 USA.ORCID 0000-0001-9740-3022

Erica DashowCenter for Cognitive Behavior Therapy, East Brunswick, NJ 08816 USA.ORCID 0000-0002-9217-5304

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Variable-ratio (VR) schedules of reinforcement can lead to steady response rates and make behavior less resistant to extinction but can be difficult to implement with fidelity. Utilizing a concurrent multiple baseline design across participants, we sought to determine how classroom assistant (CA) delivery of VR schedules followed mean and variability requirements and evaluated the effects of programmed schedules of reinforcement on the implementation of VR schedules. Results suggest that the use of programmed schedules of reinforcement led CAs to increase the variability of reinforcer delivery and remain closer to the desired mean. Programmed schedules of reinforcement increase the variability in classroom assistant-implemented VR schedules. Programmed schedules of reinforcement assist classroom assistants in remaining close to the intended mean of the VR schedule. Programmed schedules of reinforcement are cost-effective and easy to provide for classroom assistants in the classroom. The descriptive statistic range can be used to characterize the variability of reinforcement schedules.

Indexed as

Classroom assistant trainingProgrammed schedules of reinforcementTreatment integrityVariable ratio schedules

Identifiers

PMID40092340

DOI10.1007/s40617-024-00963-9

PMCPMC11904049

What OpenQuestion holds

Textmetadata

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.