ABA Fundamentals

Behavior regulation and learned performance: Some misapprehensions and disagreements.

Timberlake (1984) · Journal of the experimental analysis of behavior 1984
★ The Verdict

Behavior acts like it has a preferred pattern; shift the contingency and the pattern drifts back to that set-point.

✓ Read this if BCBAs who run lag-schedule or variability programs with learners who have repetitive behavior.
✗ Skip if Clinicians looking for step-by-step skill-acquisition protocols.

01Research in Context

01

What this study did

Dodd (1984) wrote a theory paper. It looked at old data from basic schedule studies.

The author asked: Do animals keep a steady response pattern, not just a steady rate?

The paper says yes. It claims behavior drifts back to a set-point like a thermostat.

02

What they found

The review found pattern matters more than total responses.

When the schedule pushes the pattern off its set-point, the animal shifts behavior.

This feedback loop is called behavior-regulation theory.

03

How this fits with other research

Crossman et al. (1985) took the same idea into therapy. They say changing one client behavior can start a self-fixing cascade.

Galizio et al. (2018) and Doughty et al. (2015) later showed variability itself can be reinforced. Their data give the 1984 theory fresh legs.

Nergaard et al. (2020) seem to push back. They argue variability is just a side-effect of reinforcement and extinction, not its own operant. The clash is mostly wording: the 1984 set-point can still hold even if the mechanism is indirect.

04

Why it matters

You can view problem behavior as a pattern stuck at a bad set-point. Instead of only counting rate, watch the pattern. Shift the contingency until the pattern drifts toward a healthier mix. Try lag schedules or change-over delays to nudge the set-point.

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→ Action — try this Monday

Plot the sequence of responses, not just the total count; add a lag-2 schedule and watch the pattern move.

02At a glance

Intervention
not applicable
Design
theoretical
Finding
not reported

03Original abstract

The behavior-regulation approach to learned performance has been the subject of misapprehension and disagreement concerning: (1) the nature and importance of behavior regulation, (2) the definition and role of behavioral set-points, (3) the relation of optimal schedule performance to behavioral set-points, and (4) the question of whether deviations from total responding or from response patterns are the primary determinant of molar responding under schedule constraint. After clarifying the nature and role of behavior regulation and set-points, this paper shows that the data used to question optimal schedule performance (Allison, 1981a) actually strongly support the general behavior-regulation approach. These data also indicate a role for response-pattern set-points in determining schedule behavior, but contradict the hypothesis that deviations from response-pattern characteristics are the primary determinant of molar schedule effects.

Journal of the experimental analysis of behavior, 1984 · doi:10.1901/jeab.1984.41-355