Acquired behavior or learning without any punishment involved and applied as to individual as to social groups is the best way to achieve an adaptive reaction to the particular environmental change. The ultimate goal in this case is to identify the variables in behavior responsible for most suitable and long-lasting sustainable socially acceptable behavioral pattern of actions. To say it from functionality point of view, society is a representation of the patterns in statistically significant number of individual behaviors engaged in tangible activities with automatic internal stimulation. The negative reinforcement does not apply to social level of communication, because the cancelation of negative emotions within the same modality. For example, criminal intent may produce fear of punishment, but reward of increased social weight in particular social group of criminals can have higher positive reinforcement.
Persuasive Manipulation (PM) is a scientific approach committed to effectiveness with direct and frequent measurements and it requires use of Neuroaccounting as a tool for implementation. This method can be used for educational purpose only and applied only for assessment of learning outcomes. The objective for application of Persuasive Manipulation is to arrange cumulative effects of constantly changing environment with purpose to control process of learning during adaptation period. It produces an array of results, from limited creative skill acquirement to profound systemic change.
Because Neuroaccounting rely on established threshold in individual neuronal network as a response to affective or effective adaptive reactions, there currently are no other more suitable tools to detect positive effects in environmental changes regarding acquisition of novel behavior or withdrawing from old one. In this part, it is similar to classical operant conditioning, but it is different in an involvement of the controlled complex environmental changes and very sophisticated accounting of responses, such as a directed new creative tool development. It is specifically designed to promote creative part of intellectual process to increase adaptability, but in some controllable way that negative behavior (criminal intent, for example) is suppressed and is not a part of the possible outcome. It worth mention that positive effect in this case means increased expression of desirable behavior, without subjective evaluation of its value.
Another important point in use of Neuroaccounting is that complex multimodal environmental stimuli produce individual responses that may differ in an array of behavioral specifics, such as time of response or force of the emotions. It is very useful in determination of the degree of the extinction-induced response variability as a particular application and as for a functional assessment in general.
Brobst, B.; Ward, P. (2002). “Effects of public posting, goal setting, and oral feedback on the skills of female soccer players”. Journal of Applied Behavior Analysis 35 (3): 247–57.
Brothers, K.J.; Krantz, P.J.; McClannahan, L.E. (1994). “Office paper recycling: A function of container proximity”. Journal of Applied Behavior Analysis 27 (1): 153–60.
Dardig, Jill C.; Heward, William L.; Heron, Timothy E.; Nancy A. Neef; Peterson, Stephanie; Diane M. Sainato; Cartledge, Gwendolyn; Gardner, Ralph; Peterson, Lloyd R.; Susan B. Hersh (2005). Focus on behavior analysis in education: achievements, challenges, and opportunities. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
De Luca, R.V.; Holborn, S.W. (1992). “Effects of a variable-ratio reinforcement schedule with changing criteria on exercise in obese and non-obese boys”. Journal of Applied Behavior Analysis 25 (3): 671–79.
DeVries, J.E.; Burnette, M.M.; Redmon, W.K. (1991). “AIDS prevention: Improving nurses’ compliance with glove wearing through performance feedback”. Journal of Applied Behavior Analysis 24 (4): 705–11.
Dillenburger, K.; Keenan, M. (2009). “None of the As in ABA stand for autism: dispelling the myths”. J Intellect Dev Disabil 34 (2): 193–95.
Drasgow, E.; Halle, J.W.; Ostrosky, M.M. (1998). “Effects of differential reinforcement on the generalization of a replacement mand in three children with severe language delays”. Journal of Applied Behavior Analysis 31 (3): 357–74.
Hagopian, L.P.; Thompson, R.H. (1999). “Reinforcement of compliance with respiratory treatment in a child with cystic fibrosis”. Journal of Applied Behavior Analysis 32 (2): 233–36.
Kuhn, S.A.C.; Lerman, D.C.; Vorndran, C.M. (2003). “Pyramidal training for families of children with problem behavior”. Journal of Applied Behavior Analysis 36 (1): 77–88.
Mulick, James A (2006). “Positive Behavior Support and Applied Behavior Analysis”. The Behavior Analyst 29 (1): 51–74.
Powers, R.B.; Osborne, J.G.; Anderson, E.G. (1973). “Positive reinforcement of litter removal in the natural environment”. Journal of Applied Behavior Analysis 6 (4): 579–86.
Thompson, T. (1984). “The examining magistrate for nature: a retrospective review of Claude Bernard’s An Introduction to the Study of Experimental Medicine”. Journal of the Experimental Analysis of Behavior 2 (41): 212–13.
Wong, S.E.; Martinez-Diaz, J.A.; Massel, H.K.; Edelstein, B.A.; Wiegand, W.; Bowen, L.; Liberman, R.P. (1993). “Conversational skills training with schizophrenic inpatients: A study of generalization across settings and conversants”. Behavior Therapy 24 (2): 285–304.