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345 Interest in and Perceived Effectiveness of Contingency Management Among Alcohol Drinkers Using Behavioral Economic Purchase Tasks
- Haily Traxler, Haily Traxler, Brent Kaplan, Mark Rzeszutek, Mikhail Koffarnus
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- Journal:
- Journal of Clinical and Translational Science / Volume 6 / Issue s1 / April 2022
- Published online by Cambridge University Press:
- 19 April 2022, p. 64
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- Article
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OBJECTIVES/GOALS: The purpose of this study was to develop behavioral economic purchase tasks to assess interest in CM as a function of treatment cost and perceived effectiveness of CM as a function of abstinence incentive size in alcohol drinkers. Additionally, these purchase tasks are being assessed for their clinical utility in an ongoing clinical trial. METHODS/STUDY POPULATION: Alcohol drinkers recruited from Amazon Mechanical Turk completed behavioral economic purchase tasks measuring demand for CM based on targeted abstinence intervals and treatment effectiveness and alcohol use disorder severity assessments. Nonlinear mixed effects modeling was used to fit demand curves and assess the relationship between individual characteristics and demand metrics for CM. Ongoing analyses involve administering the same behavioral economic purchase tasks in heavy alcohol users in the ongoing clinical trial, which is aimed at reducing alcohol use through remotely implemented CM. RESULTS/ANTICIPATED RESULTS: Mechanical Turk participants reported higher probability of abstinence when offered larger incentives and required larger incentives when duration of abstinence required to earn the incentive was increased. Additionally, willingness to pay for treatment increased as effectiveness of treatment increased. It is anticipated that these patterns will be observed in the clinical trial participants. DISCUSSION/SIGNIFICANCE: Abstinence interval and treatment effectiveness are important features to consider when developing effective CM for widespread use, as these variables affected participants likelihood of being abstinent and their interest in treatment. We are currently working on verifying the results of these assessments in clinical trial participants.
18 - Actively Caring for Higher Education
- from INTRODUCTION TO PART II - APPLICATIONS OF AC4P PRINCIPLES
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- By Derek D. Reed, University of Kansas Lawrence, KS, Bryan T. Yanagita, Amel Becirevic, Jason M. Hirst, Brent A. Kaplan, Ellie Eastes, Taylor Hanna
- E. Scott Geller, Virginia Polytechnic Institute and State University
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- Book:
- Applied Psychology
- Published online:
- 05 March 2016
- Print publication:
- 24 February 2016, pp 563-593
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Summary
I never teach my pupils, I only attempt to provide the conditions in which they can learn.
– Albert EinsteinAction needs to be taken to improve education in the United States. The United States ranked seventeenth among thirty-four Organizations for Economic Co-operation and Development (OECD) countries in the 2012 results of the Programme for International Student Assessment (PISA). The PISA is a standardized test of math, science, and reading comprehension skills, and is administered to more than five hundred thousand 15-year-olds internationally. At the forefront are students from China, Singapore, Korea, Japan, and Liechtenstein with mean PISA scores of 613, 573, 554, 536, and 535, respectively. With a mean score of 481, U.S. students scored significantly lower than the international average of 494, trailing Spain, the Russian Federation, and the Slovak Republic.
According to the OECD, the assessment gauges knowledge and skills of students, which helps policymakers target and set reasonable goals in their education systems. The disconcerting PISA score of U.S. 15-year-olds raises several questions: What underlying factors contribute to relatively poor academic performance in the United States? What can be done to improve academic performance? Is it too late?
We do not believe it's too late; but a solution requires a greater understanding of the activators and consequences that affect academic-related behavior.
In Declining by Degrees, Hersh and Merrow provide insight into possible reasons our American education system is failing. These include (a) the belief that college does nothing more than prepare students for a job; (b) the inability of educators to effectively communicate information to students; (c) the disconnection between supply and demand for available courses; (d) an emphasis on teaching to assessment exams; and (e) insufficient preparation for college, among other factors.
Despite these barriers, we believe principles of applied behavioral science (ABS) can provide guidance for students, parents, educators, and the community as a whole toward a brighter future for education in the United States and beyond.
A MODEL FOR IMPROVING THE COLLEGE EXPERIENCE
The activator-behavior-consequence (ABC) model of ABS has a long and rich history of improving students’ classroom performance. Instructors and researchers have demonstrated methods to improve class attendance and punctuality, ways to improve course structure so students can allocate more time for studying, and approaches to enhancing students’ ability to take notes during class lectures.
Contributors
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- By Jane E. Adcock, Yahya Aghakhani, A. Anand, Eva Andermann, Frederick Andermann, Alexis Arzimanoglou, Sandrine Aubert, Nadia Bahi-Buisson, Carman Barba, Agatino Battaglia, Geneviève Bernard, Nadir E. Bharucha, Laurence A. Bindoff, William Bingaman, Francesca Bisulli, Thomas P. Bleck, Stewart G. Boyd, Andreas Brunklaus, Harry Bulstrode, Jorge G. Burneo, Laura Canafoglia, Laura Cantonetti, Roberto H. Caraballo, Fernando Cendes, Kevin E. Chapman, Patrick Chauvel, Richard F. M. Chin, H. T. Chong, Fahmida A. Chowdhury, Catherine J. Chu-Shore, Rolando Cimaz, Andrew J. Cole, Bernard Dan, Geoffrey Dean, Alessio De Ciantis, Fernando De Paolis, Rolando F. Del Maestro, Irissa M. Devine, Carlo Di Bonaventura, Concezio Di Rocco, Henry B. Dinsdale, Maria Alice Donati, François Dubeau, Michael Duchowny, Olivier Dulac, Monika Eisermann, Brent Elliott, Bernt A. Engelsen, Kevin Farrell, Natalio Fejerman, Rosalie E. Ferner, Silvana Franceschetti, Robert Friedlander, Antonio Gambardella, Hector H. Garcia, Serena Gasperini, Lorenzo Genitori, Gioia Gioi, Flavio Giordano, Leif Gjerstad, Daniel G. Glaze, Howard P. Goodkin, Sidney M. Gospe, Andrea Grassi, William P. Gray, Renzo Guerrini, Marie-Christine Guiot, William Harkness, Andrew G. Herzog, Linda Huh, Margaret J. Jackson, Thomas S. Jacques, Anna C. Jansen, Sigmund Jenssen, Michael R. Johnson, Dorothy Jones-Davis, Reetta Kälviäinen, Peter W. Kaplan, John F. Kerrigan, Autumn Marie Klein, Matthias Koepp, Edwin H. Kolodny, Kandan Kulandaivel, Ruben I. Kuzniecky, Ahmed Lary, Yolanda Lau, Anna-Elina Lehesjoki, Maria K. Lehtinen, Holger Lerche, Michael P. T. Lunn, Snezana Maljevic, Mark R. Manford, Carla Marini, Bindu Menon, Giulia Milioli, Eli M. Mizrahi, Manish Modi, Márcia Elisabete Morita, Manuel Murie-Fernandez, Vivek Nambiar, Lina Nashef, Vincent Navarro, Aidan Neligan, Ruth E. Nemire, Charles R. J. C. Newton, John O'Donavan, Hirokazu Oguni, Teiichi Onuma, Andre Palmini, Eleni Panagiotakaki, Pasquale Parisi, Elena Parrini, Liborio Parrino, Ignacio Pascual-Castroviejo, M. Scott Perry, Perrine Plouin, Charles E. Polkey, Suresh S. Pujar, Karthik Rajasekaran, R. Eugene Ramsey, Rahul Rathakrishnan, Roberta H. Raven, Guy M. Rémillard, David Rosenblatt, M. Elizabeth Ross, Abdulrahman Sabbagh, P. Satishchandra, Swati Sathe, Ingrid E. Scheffer, Philip A. Schwartzkroin, Rod C. Scott, Frédéric Sedel, Michelle J. Shapiro, Elliott H. Sherr, Michael Shevell, Simon D. Shorvon, Adrian M. Siegel, Gagandeep Singh, S. Sinha, Barbara Spacca, Waney Squier, Carl E. Stafstrom, Bernhard J. Steinhoff, Andrea Taddio, Gianpiero Tamburrini, C. T. Tan, Raymond Y. L. Tan, Erik Taubøll, Robert W. Teasell, Mario Giovanni Terzano, Federica Teutonico, Suzanne A. Tharin, Elizabeth A. Thiele, Pierre Thomas, Paolo Tinuper, Dorothée Kasteleijn-Nolst Trenité, Sumeet Vadera, Pierangelo Veggiotti, Jean-Pierre Vignal, J. M. Walshe, Elizabeth J. Waterhouse, David Watkins, Ruth E. Williams, Yue-Hua Zhang, Benjamin Zifkin, Sameer M. Zuberi
- Edited by Simon D. Shorvon, Frederick Andermann, Renzo Guerrini
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- Book:
- The Causes of Epilepsy
- Published online:
- 05 March 2012
- Print publication:
- 14 April 2011, pp ix-xvi
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