Buscador de artigos científicos

Abstract Contingency management is especially effective in supporting medication adherence and drug abstinence among people with opioid use disorder. However, the incorporation of contingency management into clinical practice has been slow. The present study was designed to evaluate the feasibility, acceptability, and usability of incentives for providers as a means of accelerating collaborative care with contingency management. Thirteen buprenorphine prescribers served as participants in a nonexperimental study. The prescribers who referred patients to a contingency‐management service received monetary incentives for reviewing patient performance data and describing their use of these data in treatment decisions. The results show that this approach is feasible, acceptable, and easy to use for everyone involved. Self‐reports indicate improved prescriber–patient relationships and more informed care. However, prescriber‐focused incentives did not appear to greatly enhance access to contingency‐management services for patients. Thus, provider incentives may be beneficial but further research is needed to advance adoption of contingency management.

Abstract Conceptual learning is discrimination between new examples and nonexamples and generalization to new examples. Conceptual learning can be demonstrated after practice with differential reinforcement of the correct response and is influenced by procedural variables during practice. However, less research has been done identifying an ideal structure for instruction (rules), which is likely a typical teaching format for learners with more advanced verbal repertoires. We developed a laboratory analog of conceptual instruction to evaluate conceptual learning following instruction made up of a rule describing the key features of the concept and examples and nonexamples that were carefully selected to demonstrate these rules. We also evaluated the efficacy of this instruction when it preceded or followed practice with feedback about accuracy but no rule presentation. All participants completed instruction and practice. The specific instructional sequence was completed before practice during Experiment 1 and after practice during Experiment 2. This instructional sequence reliably and rapidly resulted in concept learning regardless of whether it was completed before or after practice. Practice alone never produced conceptual learning within the duration of the session and was not necessary to produce conceptual learning. Instructors should evaluate the efficacy of this instructional sequence to teach concepts.