Search

Countercontrol is a Skinnerian operant concept that posits that an individual's attempts to exert control over another person's behavior may evoke a countercontrolling response from the person being controlled that functions to avoid or escape the potentially aversive conditions generated by the controller. Despite Skinner's historical concerns regarding the detrimental effects of countercontrol in terms of hindering optimal societal growth and cultural evolution, the concept has not been widely applied within behavior analysis. Drawing from recent developments in rule-governed behavior and relational frame theory, this article seeks to explicate countercontrol from a contemporary behavior analytic perspective and presents several modern-day societal applications. In particular, a relational frame theory account of rule-governed behavior is used as a framework to elucidate the behavioral processes by which rule-following occurs (or fails to occur) in the context of countercontrol. Implications of a renewed focus on countercontrol for understanding pressing societal issues are also discussed.

Consultation was formally introduced in school settings during the 1960s, with the first systematic review of the school consultation literature occurring roughly 40 years ago. The scrutiny that co...

The Survey of Rewards for Teens-Revised (SORT-R) was developed amid the introduction of novel, and potentially rewarding, environmental stimuli fueled by technological progression. The presence of ...

In schools, special education teachers and paraprofessionals are expected to support the completion of functional behavior assessment procedures in the development of a behavior support plan. Often...

School playgrounds offer ample opportunity to observe the unstructured free-play of school-aged children; however, obtaining valid observations can be difficult to accomplish. Recent technological ...

Peer modeling (PM) is a peer-mediated intervention that can be effective in teaching students’ appropriate social skills and classroom behaviors and has been shown to be effective in students with autism spectrum disorders, emotional behavioral disorders, and other developmental disabilities. To implement PM, a peer model is carefully selected and instructed display a desired behavior in close proximity of the targeted student, or learner, how to behave in a similar context. There are two variations of PM that can be utilized in a classroom setting including in vivo PM, which is when the targeted student is in close proximity to the peer model, and video PM (VPM), which utilizes video recordings rather than in person scenarios for the targeted student to watch an imitate. Recommendations for implementation, advantages, and diversity considerations in both PM and VPM are discussed in this chapter.

Extant reward surveys and item preferences assessments have shown to be a reliable mode of ascertaining potential reinforcers for various populations; however, many are outdated and may comprise of items or rewards that contemporary populations may not value. The purpose of this research is to extend upon the Houlihan, Jesse, Levine, and Sombke (1991) Survey of Rewards for Teens (SORT) and assess whether there is evidence of a potential, generational shift in reward preferences in high school students from 1991 to 2016. This inquiry is of particular importance to behavior analysts due to the idiosyncratic nature of reward preference, a tendency for rewards to shift over time, and the salient role played by rewards in behavior therapy programs. Results suggest that the reward preferences of contemporary high school students differ when compared to the sample of adolescents in Houlihan et al. (1991) study. In addition, a proposed revision of the SORT is provided, whose development was derived based ...