Negative Reinforcement Research Articles

Moral stories reading with internal negative reinforcement enhance children’s sharing behavior

ABSTRACT Reading moral stories is crucial for children’s moral learning and development. The present study examined the effect of features of moral stories on children’s sharing behavior. Experiment 1 which involved 153 4-year-old children and 169 6-year-old children, utilized a 2 × 2 design to examine the effect of story value of reinforcement (positive vs. negative) and source of reinforcement (internal vs. external) in stories on children’s sharing behavior of 4-year-old and 6-year-old children. Our findings indicate a notable effect of internally driven negative reinforcement on sharing behaviors among 6-year-olds, particularly when the narrative prompted a feeling of guilt within the protagonist for not sharing. However, there was no significant difference in 4-year-olds. Experiment 2 considered the children’s reflection on the consequences of their actions, involved 131 6-year-old children and compared three conditions (moral stories with internal negative reinforcement, moral dilemma stories, and controlling conditions). The results showed that children in internal negative reinforcement condition exhibited more sharing behavior. In contrast, no significant differences were found between moral dilemma stories and controlling conditions. These findings highlight that feeling guilt can promote prosocial behavior among 6-year-old children.

Persistent threat avoidance following negative reinforcement is not associated with elevated state anxiety.

Obsessive-Compulsive Disorder (OCD) is a debilitating illness consisting of obsessions and compulsions. OCD severity and treatment response are correlated with avoidant behaviors thought be performed to alleviate obsession-related anxiety. However, little is known about either the role of avoidance in the development of OCD or the interplay between anxiety states and avoidance behaviors. We have developed an instrumental negative reinforcement (i.e. active avoidance) paradigm in which mice must lever-press to avoid upcoming foot shocks. We show that mice (both sexes) can learn this task with high acquisition rates (75%) and that this behavior is largely stable when introducing uncertainty and modifying task structure. Furthermore, mice continue to perform avoidance responses on trials where lever pressing is not reinforced and increase response rates as they are maintained on this paradigm. With this paradigm, we did not find a relationship between negative reinforcement history and anxiety-related behaviors in well-established anxiety assays. Finally, we performed exploratory analyses to identify candidate regions involved in well-trained negative reinforcement using expression of the immediate early gene c-Fos. We detected correlated c-Fos expression in 1) cortico-striatal regions which regulate active avoidance in other paradigms and 2) amygdala circuits known to regulate conditioned defensive behaviors.Significance Statement Studies in patients with OCD suggest that compulsions are performed to avoid perceived threats and modulate anxiety tied to obsessions and/or compulsions. The negative reinforcement of avoidance and alleviated anxiety could therefore be a key driver of compulsive behaviors. However, there are still outstanding questions concerning the relationship between these two behaviors and the neural circuits involved in mediating negative reinforcement. We have developed an operant negative reinforcement paradigm in mice with discrete avoid and escape behaviors that can be learned without prior reward training with high throughput (75% acquisition) with responding that persists during nonreinforced trials. However, no differences were observed between negative reinforcement vs. unshocked and inescapably shocked controls, suggesting that continued negative reinforcement did not impact anxiety.

Intercalated amygdala dysfunction drives avoidance extinction deficits in the Sapap3 mouse model of obsessive-compulsive disorder

The avoidance of aversive stimuli through negative reinforcement learning is critical for survival in real-world environments, which demand dynamic responding to both positive and negative stimuli that often conflict with each other. Individuals with obsessive-compulsive disorder (OCD) commonly exhibit impaired negative reinforcement and extinction, perhaps involving deficits in amygdala functioning. An amygdala subregion of particular interest is the intercalated nuclei of the amygdala (ITC) which has been linked to negative reinforcement and extinction, with distinct clusters mediating separate aspects of behavior. This study focuses on the dorsal ITC cluster (ITCd) and its role in negative reinforcement during a complex behavior that models real-world dynamic decision making. We investigated the impact of ITCd function on negative reinforcement and extinction by applying fiber photometry measurement of GCamp6f signals and optogenetic manipulations during a platform-mediated avoidance task in a mouse model of OCD-like behavior: the Sapap3-null mouse. We find impaired neural activity in the ITCd of male and female Sapap3-null mice to the encoding of negative stimuli during platform-mediated avoidance. Sapap3-null mice also exhibit deficits in extinction of avoidant behavior, which is modulated by ITCd neural activity. Sapap3-null mice fail to extinguish avoidant behavior in platform-mediated avoidance, due to heightened ITCd activity. This deficit can be rescued by optogenetically inhibiting ITCd during extinction. Together, our results provide insight into the neural mechanisms underpinning negative reinforcement deficits in the context of OCD, emphasizing the necessity of ITCd in responding to negative stimuli in complex environments.

The effect of positive and negative reinforcement to increase motivation of basic locomotor movements in children with mild intellectual disabilities

The provision of good treatment can increase various positive things for the growth and development of children with disabilities, one of which is Positive and Negative Reinforcement. This study aims to determine the influence of positive and negative reinforcement on enhancing motivation for basic locomotor movements in children with disabilities. This study uses a pre-experimental, one-group pretest-posttest design. The research was conducted at Kendungkandang State Special School with a sample of 20 students. The data collection technique in this study uses tests and measurements. The results of the study showed a significant influence of Positive Reinforcement on the increase in basic locomotor motivation in children with disabilities. This result was confirmed by a significance value of 0.000 < 0.05. Negative reinforcement also had a significant effect on improving basic locomotor motivation in children with disabilities, with a significance value of 0.000 < 0.05. Although both had a significant influence on improving basic locomotor motivation in children with disabilities, Positive Reinforcement was found to have a stronger effect. This result can be seen from the basic locomotor motion test, where the mean value for Positive Reinforcement was 72.50, while the mean value for Negative Reinforcement was only 63. Therefore, this research concludes that Positive Reinforcement has a greater influence on enhancing basic locomotor motivation in children with disabilities.

Optogenetic activation of mesencephalic projections to the nucleus accumbens shell impairs probabilistic reversal learning by disrupting learning from negative reinforcement.

Cognitive flexibility, the capacity to adapt behaviour to changes in the environment, is impaired in a range of brain disorders, including schizophrenia and Parkinson's disease. Putative neural substrates of cognitive flexibility include mesencephalic pathways to the ventral striatum (VS) and dorsomedial striatum (DMS), hypothesized to encode learning signals needed to maximize rewarded outcomes during decision-making. However, it is unclear whether mesencephalic projections to the ventral and dorsal striatum are distinct in their contribution to flexible reward-related learning. Here, rats acquired a two-choice spatial probabilistic reversal learning (PRL) task, reinforced on an 80%|20% basis (correct|incorrect responses) that assessed the flexibility of behaviour to repeated reversals of response-outcome contingencies. We report that optogenetic stimulation of projections from the ventral tegmental area (VTA) to the nucleus accumbens shell (NAcS) in the VS significantly impaired reversal learning when optical stimulation was temporally aligned with negative feedback (i.e., reward omission). VTA → NAcS stimulation during other phases of the behavioural task was without significant effect. Optogenetic stimulation of projection neurons from the substantia nigra (SN) to the DMS, aligned either with reward receipt or omission or prior to making a choice, had no significant effect on reversal learning. These findings are consistent with the notion that increased activity in the VTA → NAcS pathway disrupts behavioural flexibility by impairing learning from negative reinforcement.

Similarities and differences between internet addiction and nicotine dependence —— motivation network

BackgroundMotivation, encompassing positive reinforcement, negative reinforcement, and compulsion, significantly influences addictive behavior. Yet, there is little research available on these motivational dimensions and their connection to addictive behavior. This study addressed these gaps by investigating motivation in internet addiction (IA) and nicotine dependence (ND). MethodsCross-sectional data from 472 nicotine users (NUs) and 1004 internet users (IUS) were examined using the Chinese version of the Habit, Reward, and Fear Scale. The Glasso network method was used to estimate the networks, and four interrelated centrality measures were calculated. ResultsIUs exhibited significantly lower total addiction motivation scores, as well as lower reward and fear dimensions, compared to NUs. In the Severity-Motivation Network, reward and fear motivations had the highest centrality. The habitual motivation of NUs demonstrated the highest closeness and betweenness centrality, showing a strong positive correlation with the degree of ND. The fear motivation of IUs exhibited a strong positive correlation with the degree of IA. In the symptom-motivation network, reward and habit nodes displayed higher centrality in NUs, whereas reward and fear nodes were most central for IUs. ConclusionsThe findings indicate that reward, fear, and habit motivations are key factors in explaining behaviors associated with nicotine use and internet use. The unique positions of habitual motivation in ND and fear motivation in IA provide new perspectives for understanding addictive behaviors. These should be considered key motivational targets for clinicians to address.

Assessment and Treatment of Target Behavior Maintained by Social Avoidance.

Past research has identified that some individuals with intellectual and developmental disabilities who engage in target behavior (e.g., aggression, self-injury) maintained by negative reinforcement engage in the behavior to escape or avoid social interaction specifically (i.e., social avoidance). However, assessment and treatment strategies for this function are understudied when compared to target behavior maintained by other forms of negative reinforcement. The current study builds on this limited research and demonstrates (a) a replication of functional analysis conditions and a negative reinforcement latency assessment to identify the specific types of social interaction that evoke target behavior, and (b) an intervention that includes stimulus fading, social conditioning, and differential reinforcement for five participants with autism spectrum disorder. Participant target behavior decreased within the intervention phase for four out of five participants. The implications of strategies to guide the use of antecedent-based treatment strategies are discussed for target behavior maintained by social avoidance.

Critical analysis of educational theories and their pedagogical practices: the applicability and the impact in the school context

The analysis of the main educational theories – Constructivism, Behaviorism, Socio-Constructivist Theory, Cognitivism, Humanism, and Connectivism – and their practical applications demonstrates the importance of a diverse and adaptive pedagogical approach. Constructivism: Focused on the active construction of knowledge by the student, it promotes meaningful and contextualized learning. Project-based learning (PBL) is a practice that increases student motivation and performance. Behaviorism: Emphasizes changing behavior through positive and negative reinforcements. Classroom reinforcement programs encourage appropriate behaviors, resulting in a more productive learning environment. Socio-Constructivist Theory: Highlights the importance of social and cultural interaction in learning. Methods such as cooperative learning improve academic performance and strengthen collaboration among students. Cognitivism: Focuses on internal thought processes, using tools such as mind maps to help students organize and structure knowledge, promoting critical thinking skills. Humanism: Focused on the student's personal and emotional development, it values ​​self-actualization and well-being. Welcoming learning environments and student-centered curricula promote individual growth. Connectivism: Addresses learning in the digital age, highlighting the importance of information networks and educational technologies. Integrating online platforms expands access to knowledge and involves students and parents more in the educational process.

Assessment and treatment of multiply maintained problem behavior dependent on the time of day

ABSTRACT Purpose The current study evaluated treatments derived from two functional analyses (FA) for a 7-year-old student with autism. Method The FA assessment was conducted at different times of the day and each revealed different functions in the morning and the afternoon. Results The morning FA suggested that problem behavior was maintained by positive reinforcement in the form of attention, whereas the afternoon FA showed that problem behavior was maintained by both positive reinforcement in the form of attention and negative reinforcement in the form of escape from task demands. Discussion results of this study suggested that differential reinforcement for appropriate behavior in a multiple schedule arrangement effectively reduced multiply maintained problem behavior across the school day.

Disentangling negative reinforcement, working memory, and deductive reasoning deficits in elevated BMI

Neuropsychological data suggest that being overweight or obese is associated with a tendency to perseverate behavior despite negative feedback. This deficit might be observed due to other cognitive factors, such as working memory (WM) deficits or decreased ability to deduce model-based strategies when learning by trial-and-error. In the present study, a group of subjects with overweight or obesity (Ow/Ob, n = 30) was compared to normal-weight individuals (n = 42) in a modified Reinforcement Learning (RL) task. The task was designed to control WM effects on learning by manipulating cognitive load and to foster model-based learning via deductive reasoning. Computational modelling and analysis were conducted to isolate parameters related to RL mechanisms, WM use, and model-based learning (deduction parameter). Results showed that subjects with Ow/Ob had a higher number of perseverative errors and used a weaker deduction mechanism in their performance than control individuals, indicating impairments in negative reinforcement and model-based learning, whereas WM impairments were not responsible for deficits in RL. The present data suggests that obesity is associated with impairments in negative reinforcement and model-based learning.

Aversive sexual learning in the kissing bug Rhodnius prolixus: Modulation of different sexual responses in males and females

Although sexual learning can be a key process in the reproductive success of animals, research focused on the experience-dependent modulation of courtship in insects is scarce. In kissing bugs, the behavioural steps implicated in mating have been exhaustively studied, but not the involvement of learning in them. Our objective was to determine whether the sexual behaviour of Rhodnius prolixus could be modulated by experience. During training, couples were submitted to eight assays, in which they received a vibration (negative reinforcement) when the male attempted to copulate the female. Immediately after, they were separated, not allowing the occurrence of copulation. We found that along training, males’ latency to perform a copulatory attempt increased, male’s copulatory attempts were less frequent, and females’ locomotor activity did not change. These results suggest that males, and not females, learned to avoid the vibration by reducing their intention to copulate. In post-training tests, conditioned males presented with new naïve females reverted to low copulatory attempt latencies, suggesting that the modulation was partner-specific. Besides, conditioned females increased their rejection frequencies to males’ copulatory attempts, suggesting that a second type of learning occurred in females. These results constitute the first evidence of sexual learning in hematophagous insects. Males and females seem to change their selectivity according to their previous sexual experience. We discuss the relevance that this plasticity might have in the fitness of this epidemiologically relevant insect.

Between Scylla and Charybdis: Fixed-Ratio Avoidance Response Effort and Unavoidable Shock Extinction in Humans

Avoidance of potential threat may become maladaptive when it is indiscriminate and resistant to change. Here, we investigated the resistance to change of high and low avoidance response effort when avoidance extinction involved unavoidable presentations of the aversive event (shock) in humans. Following fear conditioning, participants prevented upcoming shock delivery by responding on high (i.e., fixed ratio, FR-20) and low (FR-5) negative reinforcement schedules. Next, noneliminable shock was used for an avoidance extinction procedure whereby responding was followed by, rather than prevented, shock. During a subsequent standard extinction and response prevention test phase, we found that High effort (FR-20) avoidance would be more readily extinguished than Low effort (FR-5) avoidance. It was also predicted that fear, threat expectancy, and psychophysiological (skin conductance) responses would decrease on avoidable trials and increase on unavoidable trials before extinguishing to low levels. It was found that in the final extinction re-test phase when avoidance was possible, responding increased, particularly for low effort cues. Both fear and expectancy remained high. Individual differences on clinically relevant measures of trait anxiety, intolerance of uncertainty and experiential avoidance were associated with greater levels of fear and threat expectancy. Overall, unavoidable shock extinction may hold promise for further translational investigations of avoidance learning, extinction, and clinical treatment development.

The mediating role of intentional self-regulation in the constructive and pathological compensation processes of problematic social networking use

Perceived social isolation is a key predictor of college students’ problematic social networking site use (PSNSU). According to the Fear-Driven/Compensation-Seeking Hypothesis, reducing the fear of social isolation and compensating for social deficits serve as negative reinforcement motivations for SNS use, which may potentially result in PSNSU. This study investigated the association between perceived social isolation and PSNSU through the mediating roles of intentional self-regulation and parasocial relationships from a compensatory perspective. Additionally, gender differences in the mediating model were examined. Findings from an online survey of 893 college students in China revealed a positive relationship between perceived social isolation and PSNSU. The serial mediation model showed that intentional self-regulation and parasocial relationships both had positive individual mediating effects, as well as a negative serial mediating effect. Moreover, these mediating effects were only significant among women. The findings suggest that in the association between perceived social isolation and PSNSU, the mediating role of intentional self-regulation forms a constructive compensatory process, while its serial mediating role through parasocial relationships forms a pathological compensatory process. Interventions for PSNSU should take the mediating role of intentional self-regulation in constructive compensation process and the gender difference into consideration.

Stress-induced overeating behaviors explained from a (transitory) relief-learning perspective

People use various behaviors to cope with stressful events. These behaviors are mostly adaptive, as they allow a successful release of stress without impacting other aspects of life: How nice is it to have a break with a few spoons of that favorite ice cream during a hectic working day? However, when excessive consumption of high-sugar/salt ultra-processed food becomes the gateway to find relief from stress, eating loses this adaptive function and may escalate to binge eating, lead to obesity, and other medical conditions linked to overweight.Several etiological models attempt to explain stress-induced eating and excessive overeating behaviors characterizing these clinical conditions. The popular Emotional Eating Theory proposes that stress-related (over-)eating, a major predictor of obesity and diagnosed binge eating disorders, develops based on negative reinforcement learning since food consumption regulates the negative affective state associated with stressful circumstances. Differently, the prominent Incentive Sensitization Theory explains overeating, binge eating disorders (including bulimia), and obesity in terms of excessive amplification of reward ‘wanting’, which is thought to emerge from overexposure to obesogenic (food)cues. The several studies oriented by these theories have paved the way to better understand stress-related (over-)eating and its clinical excesses. However, a deep mechanistic understanding of how and why stress-induced (over-)eating can escalate till clinical forms of overeating remain elusive. A well-funded connection of the mechanisms proposed by the Emotional Eating Theory and the Incentive Sensitization Theory might address this etiological open question. To avoid erroneous arguments, it is however essential to first address the internal theoretical and methodological shortcomings of each theory and connected studies. These shortcomings stem from conceptual fallacies and poorly implemented designs, which might partially explain the ‘high variability and low replicability’ problem of empirical findings. Next, the formulation of a new integrative model could provide fresh insight into the deep learning and biological mechanisms of this escalation. A successful formalization of this model could then create the much-needed impact in clinical and preventive research since excessive overeating is a behavior hard to change once established.In this opinion paper, I propose to apply recent insights we gathered on the role of relief from the field of safety learning to stress (over-)eating. I will present a new relief-based model that, as a starting point, has the potential to connect the Emotional Eating Theory with the Incentive Sensitization Theory, setting the base for more integrative science.

Understanding and Mitigating Leadership Fear-Based Behaviors on Employee and Organizational Success

Leadership behavior profoundly influences organizational culture, serving as a cornerstone for environments that foster safety, innovation, and employee satisfaction. This article utilizes research from the primary literature to demonstrate how leaders’ actions and underlying fears influence organizational dynamics and employee outcomes, highlighting the importance of respect, transparency, and trust. Studies have shown that leadership styles shape the work environment, driving innovation and performance. However, concerns over productivity, evaluation, and control can lead to poor communication, low transparency, reduced innovation, and diminished performance, creating a culture of mistrust and anxiety. Authoritarian control or neglect of employees’ needs exacerbates these issues, stifling creativity. The Pygmalion and Golem effects demonstrate how positive reinforcement enhances morale, productivity, and retention, while negative reinforcement is detrimental. Leaders operating under fears of failure or loss of control or political capital inadvertently create a culture of fear and increasingly severe feedback loops of reduced employee trust, satisfaction, and commitment. Addressing these fears fosters open communication, psychological safety, transparency, and mutual respect. Strategies for transforming leadership fears into positive change include promoting open communication, decentralizing decision-making, and implementing positive reinforcement mechanisms. Constructive feedback mechanisms encourage bidirectional communication and help mitigate the negative impacts of leadership fears. Leaders who address their fears can strengthen team trust, enhancing collaboration and engagement. Ultimately, managing leadership fears proactively catalyzes organizational learning and development, promoting a mindset where challenges are seen as opportunities for growth. This approach enhances adaptability and resilience while fostering continuous improvement. Addressing leadership fears and fostering a supportive culture is essential for sustainable productivity and success, serving as a starting point for exploring strategies that support employee performance and development, ultimately contributing to organizational success.

Enhancing Student Success: Exploring Teacher Knowledge in Managing Behavior During Learning Challenges

In education, the role of teachers is one of the determining factors for student success in school. The relationship between teacher knowledge and student management with learning difficulties cannot be separated. There are still many students who do not understand the lessons given the low level of student knowledge has an impact on student independence, so research is needed to assess the current level of teacher knowledge and identify areas that need to be improved in managing the behavior of students with learning difficulties. The method used in this research is quantitative with an individual surveillance approach. The respondents were 160 people who were randomly selected at the elementary school teacher level in West Jakarta. The data collection technique uses a questionnaire containing items related to demographics and the level of knowledge of teachers as educators in managing the behavior of students with learning disabilities. All items are assessed on a Likert scale from point 1 to point 5—data analysis techniques using descriptive statistics assisted by SPSS Version 25.0. The results showed that teachers' knowledge was divided into three, namely how to manage practical behavior, positive reinforcement, and negative reinforcement, and it was found that the level of teachers' knowledge in managing practical behavior was in the high category. In conclusion, teachers' skills in managing the class can be improved by improving the management of practical behavior in the learning process to help students. The implication is that teachers who handle problematic students provide service courses and workshops related to management and provide special attention.

Manipulation Strategies in Interpersonal Relationships and Their Psychological Impact

Manipulation is a purposeful, conscious, organized psychological influence with the aim of using the personality of another person as a means of achieving one's own goals. The purpose of the article is to characterize the main strategies of manipulation in interpersonal relationships. A set of theoretical research methods was used: the conceptual and terminological analysis was used to determine the essence of the main concepts of the study, comparative and contrastive, which made it possible to analyze the periodicals and scientific-methodical publications on psychology, classification. The results identify the major components of the process of manipulative interaction and the main signs of manipulation in interpersonal relationships. The results showed that manipulators control their victims through positive reinforcement (praise, excessive apologies, gifts, attention), negative reinforcement (getting rid of the problem), unstable or partial reinforcement (fear, doubt), punishment (reproaches, shouting). The conclusions indicate that the psychological mechanisms of manipulative action ensure the effectiveness of the manipulator's psychological influence on the object of manipulation. The conclusions also summarize that the main manipulative techniques are organizational and procedural, logical and psychological, and personal. The prospect of further scientific research is an empirical study of the features of manipulative tendencies in interpersonal relations.

Peran Guru dan Pentingnya Menerapkan Karakter Jujur dan Disiplin di Sekolah

The research carried out provides an overview so that it can identify and instill honest and disciplined character education in students in elementary schools. Character education is an important aspect in forming children's personalities which will influence their behavior and attitudes in the future. The research method used was qualitative with a case study approach at one of the Sangkanurip State Elementary Schools. Data was obtained through observation, in-depth interviews with class teachers, as well as documentation related to learning activities. The research results show that class teachers use various strategies to instill the values ​​of honesty and discipline, including through daily habits, providing real examples, using moral stories, as well as positive and negative reinforcement. Daily habits are carried out through routine activities such as filling out an honesty journal and obeying class rules. Teachers also provide real examples through their own attitudes and behavior that consistently show responsibility, giving examples to students at school such as discipline so that children see it and will gradually follow the example.

The Effects of Age and Treatment Intensity on Behavioral Target Mastery With Applied Behavior Analysis (ABA) Intervention Using Causal Moderation Models.

Introduction Applied behavior analysis (ABA) is a therapy that focuses on improving specific behaviors using positive and negative reinforcement through antecedents, behaviors, and consequences, particularly in individuals with autism and other developmental disorders. It uses the principles of learning theory to bring about meaningful and positive changes in behavior. In ABA treatment, intensityrefers to the amount and frequency of therapy an individual receives. This includes weekly hours, session trials, and overall duration. Intensive treatment involves more hours and trials tailored to individual needs and responses. Younger individuals, particularly those with autism, often receive more intensive therapy because early intervention leads to better outcomes. Programs may recommend 25-40 hours per week for young children. As children age, therapy may become less intensive, focusing on specific skills. The study explores how age and treatment intensity affect the mastery of behavioral targets in ABA interventions. Materials and methods This study involved 100 participants (89 children, four adults, and seven instances where the individuals' ages were not recorded due to random data entry errors (MCAR)) who received ABA treatment over three months. The treatments included functional analysis, discrete trials, and massand naturalistic training. Data on the mastery of target behaviors were collected using the Catalystsoftware (New York, New York). The primary outcome was the percentage of mastered behavioral targets, indicating the effectiveness of the ABA treatment. Several predictors were examined, including the participant's age and treatment intensity variables, such as the average number of trials and teaching days to achieve behavioral mastery. The interaction effects between age and these treatment intensity variables were analyzed. The study used descriptive and inferential statistics to explore these interactions, including correlational and multiple regression analyses with causal moderator modeling. Results In Model 1, a baseline multiple regression analysis showed that average teaching days significantly predict the percentage of targets mastered. However, its limited explanatory power suggests other variables also play a role. Model 2 introduced interaction effects using causal models, revealing that age moderates the relationship between treatment variables and behavioral outcomes. This model provided a more nuanced understanding but still had room for improvement. Model 3 further refined the approach, achieving higher R-values and lower standard error. It highlighted age's significant role in modifying the impact of teaching days on mastery. This model's superior performance emphasizes the importance of considering age as a moderating factor in ABA interventions, leading to more effective and personalized behavior therapy. Conclusions This study significantly enhances our understanding of the complex interactions between age and treatment intensity within ABAinterventions. Practitioners and researchers can develop more tailored and effective therapeutic strategies by identifying and leveraging these interactions. This approach optimizes the treatment process and ensures that interventions are personalized to meet the unique needs of each individual. Ultimately, this leads to more successful outcomes in behavioral therapy, fostering improved adaptive behaviors and overall development.

Adolescent-Preferred financial incentives to promote type 1 diabetes Self-Care: A discrete choice experiment

AimsThis study aimed to quantify preferences for the characteristics of a financial incentives program that would motivate adolescent engagement in type 1 diabetes (T1D) self-care. MethodWe performed a discrete choice experiment with 12–18 year-olds with T1D from two pediatric hospital endocrinology clinics (n = 317). We identified key attributes of incentives: (1) monthly value of the reward, (2) payment structure, and (3) difficulty of incentivized behaviors. In twelve choice questions, adolescents chose the incentive option from a pair of profiles that was more likely to motivate them to increase adherence to recommended self-care. Options presented were tailored to adolescents’ T1D technology use and perceived difficulty of completing each behavior. We analyzed data using a conditional logit model. ResultsThe value of the reward accounted for 60.8% of preferences. Adolescents were willing to accept lower value rewards when incentive payments used positive vs. negative reinforcement (−$10.88 (95% CI: −$12.60, −9.24)) and preferred higher incentives for performing hard vs. easier behaviors (+$14.92 (95% CI: +$12.66, +$17.28)). ConclusionsStated preferences can inform intervention design. Future research will evaluate the external validity of the discrete choice experiment-informed intervention design by assessing adolescent health and behavioral outcomes in a randomized controlled trial.