title: Response-strengthening effects of same- and different-context DRA training: The effects of two disruptors

authors: Layton, Karen Lorraine

subjects: behavior momentum

abstract: Differential reinforcement of alternative behavior (DRA) involves placing problem behavior under extinction and simultaneously reinforcing a desirable behavior. Recent research revealed that, as predicted by Behavioral Momentum Theory, DRA may also increase the persistence of the problem behavior. This research has also shown that a different approach to DRA, in which an alternative behavior is trained in a separate context from the target behavior, produces less persistence than the standard procedure. The research on this phenomenon, so far, assessed persistence using extinction as the disruptor. DRA, however, is often implemented under conditions in which extinction of the problem behavior is not feasible. This study evaluated persistence of problem behavior following same- and separate- context DRA training using an alternative disruptor, an additional source of reinforcement. Following a successful reproduction of a previous study of extinction as a disruptor but with domestic hens, this study produced similar findings using an additional source of reinforcement as the disruptor. These findings add to the evidence that alternative DRA arrangements may avoid the response-strengthening effects found with traditional DRA procedures. The findings also demonstrate that disruptors other than extinction can be used to investigate response persistence following DRA and other procedures.

text: Response-strengthening effects of same- and different-context DRA training: The effects of two disruptors Differential reinforcement of alternative behavior (DRA) involves placing problem behavior under extinction and simultaneously reinforcing a desirable behavior. Recent research revealed that, as predicted by Behavioral Momentum Theory, DRA may also increase the persistence of the problem behavior. This research has also shown that a different approach to DRA, in which an alternative behavior is trained in a separate context from the target behavior, produces less persistence than the standard procedure. The research on this phenomenon, so far, assessed persistence using extinction as the disruptor. DRA, however, is often implemented under conditions in which extinction of the problem behavior is not feasible. This study evaluated persistence of problem behavior following same- and separate- context DRA training using an alternative disruptor, an additional source of reinforcement. Following a successful reproduction of a previous study of extinction as a disruptor but with domestic hens, this study produced similar findings using an additional source of reinforcement as the disruptor. These findings add to the evidence that alternative DRA arrangements may avoid the response-strengthening effects found with traditional DRA procedures. The findings also demonstrate that disruptors other than extinction can be used to investigate response persistence following DRA and other procedures.

year: 2022-11

title: Making the implicit explicit: A strategy for developing doctoral writing skills

authors: Johnson, E. Marcia

abstract: This workshop will focus on the conference theme of partnership (doctoral students and generic learning developers) and how it can contribute to student success. Since the late 1990s many factors have affected doctoral education, including the significant increase in enrolments and the diversification of the student body (for example, age, cultural, and linguistic backgrounds). Nevertheless, in many disciplines doctoral students are still expected to master the writing conventions of their research communities through observation or trial and error. More worrying, supervisors are often at a loss as to how to assist students with their written work, which can result in vague or incomplete writing advice. Recognizing a need for writing development, most universities provide generic, one-to-one support for doctoral students. Although such sessions are useful, an individualized approach is time-consuming and misses an essential component in writing development – the use of language and group activities to both encourage and mediate learning. It was this understanding that led to the establishment of our weekly, cross-disciplinary conversation about writing programme, the Doctoral Writing Conversation (DWC) at the University of Waikato, Hamilton, New Zealand. This workshop will begin with a brief description of the DWC, and the overall goals of our dialogic approaches will be described. Participants will then complete, one of the activities we use to help students become aware of, and understand academic voice – the ability to communicate complex research ideas in a clear, well-organized, and academically robust manner. Intended learning outcomes of the workshop include recognition and understanding not only of the concept of academic voice, but also how a generic, dialogic writing development programme can be used to help doctoral students become empowered as independent writers.

text: Making the implicit explicit: A strategy for developing doctoral writing skills This workshop will focus on the conference theme of partnership (doctoral students and generic learning developers) and how it can contribute to student success. Since the late 1990s many factors have affected doctoral education, including the significant increase in enrolments and the diversification of the student body (for example, age, cultural, and linguistic backgrounds). Nevertheless, in many disciplines doctoral students are still expected to master the writing conventions of their research communities through observation or trial and error. More worrying, supervisors are often at a loss as to how to assist students with their written work, which can result in vague or incomplete writing advice. Recognizing a need for writing development, most universities provide generic, one-to-one support for doctoral students. Although such sessions are useful, an individualized approach is time-consuming and misses an essential component in writing development – the use of language and group activities to both encourage and mediate learning. It was this understanding that led to the establishment of our weekly, cross-disciplinary conversation about writing programme, the Doctoral Writing Conversation (DWC) at the University of Waikato, Hamilton, New Zealand. This workshop will begin with a brief description of the DWC, and the overall goals of our dialogic approaches will be described. Participants will then complete, one of the activities we use to help students become aware of, and understand academic voice – the ability to communicate complex research ideas in a clear, well-organized, and academically robust manner. Intended learning outcomes of the workshop include recognition and understanding not only of the concept of academic voice, but also how a generic, dialogic writing development programme can be used to help doctoral students become empowered as independent writers.

year: 2016

title: E tama Hikairo

authors: Maxwell, Te Kahautu

subjects: Oriori

abstract: He oriori tēnei mō Hikairo, te mokopuna tuatahi a Kīngi Tūheitia. He oriori tēnei e whakanui ana i a Hikairo, tōna whakapapa, tōna tūranga i te ao Māori me te ao Kīngitanga. He mokopuna Ringatū anō a Hikairo, nā Kīngi Tūheitia i tuku mai a Hikairo kia tūātia e Te Hāhi Ringatū ki te Poukai o Wāhi Pā i te tuawaru o Whiringa-ā-Nuku 2014. Ka whakaaturia tōna whakapono Hāhi Ringatū ki roto i te oriori nei e kupu whakaaritia ana. I tohua hoki e Kīngi Tūheitia a Te Kāhautu hai pou whakaruruhau1 mō Hikairo koinei ia i titoa ai tēnei oriori mō tana tamaiti mokopuna, mō Hikairo. He aroha nui nō te matua mō wai oti, mō Hikairo.

I titoa tēnei oriori hai waiatatanga mā te kapa haka o Ōpōtiki Mai Tawhiti. I waiatatia e Ōpōtiki Mai Tawhiti tēnei ki Te Matatini i tū ki Ōtautahi te tau rua mano tekau mā rima. He huarahi anō tēnei mā Te Kāhautu ki te whakamānawa i tana mokopuna i a Hikairo, nara nā te kapa haka a Te Kāhautu i waiata, i whakanui a Hikairo ki te maraenui o te iwi Māori, ko Te Matatini. Ana i tuatahi a Hikairo i te wehenga o Te Waiata Tira. “E Tama Hikairo, haere mai rā.”

text: E tama Hikairo He oriori tēnei mō Hikairo, te mokopuna tuatahi a Kīngi Tūheitia. He oriori tēnei e whakanui ana i a Hikairo, tōna whakapapa, tōna tūranga i te ao Māori me te ao Kīngitanga. He mokopuna Ringatū anō a Hikairo, nā Kīngi Tūheitia i tuku mai a Hikairo kia tūātia e Te Hāhi Ringatū ki te Poukai o Wāhi Pā i te tuawaru o Whiringa-ā-Nuku 2014. Ka whakaaturia tōna whakapono Hāhi Ringatū ki roto i te oriori nei e kupu whakaaritia ana. I tohua hoki e Kīngi Tūheitia a Te Kāhautu hai pou whakaruruhau1 mō Hikairo koinei ia i titoa ai tēnei oriori mō tana tamaiti mokopuna, mō Hikairo. He aroha nui nō te matua mō wai oti, mō Hikairo.

I titoa tēnei oriori hai waiatatanga mā te kapa haka o Ōpōtiki Mai Tawhiti. I waiatatia e Ōpōtiki Mai Tawhiti tēnei ki Te Matatini i tū ki Ōtautahi te tau rua mano tekau mā rima. He huarahi anō tēnei mā Te Kāhautu ki te whakamānawa i tana mokopuna i a Hikairo, nara nā te kapa haka a Te Kāhautu i waiata, i whakanui a Hikairo ki te maraenui o te iwi Māori, ko Te Matatini. Ana i tuatahi a Hikairo i te wehenga o Te Waiata Tira. “E Tama Hikairo, haere mai rā.”

year: 2016