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Diaz de Villegas SC, Dozier CL, Kanaman KC, Leslie SC, Kamlowsky ME. Comparison of synchronous reinforcement and accumulated reinforcement for increasing on-task behavior in preschoolers. J Appl Behav Anal 2024; 57:725-741. [PMID: 38847459 DOI: 10.1002/jaba.1080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Accepted: 04/13/2024] [Indexed: 07/21/2024]
Abstract
In synchronous-reinforcement schedules, the duration of behavior directly controls the duration of reinforcement on a moment-to-moment basis. We replicated and extended Diaz de Villegas et al. (2020) by comparing the effects of synchronous reinforcement with two accumulated-reinforcement schedules for increasing on-task behavior for seven preschoolers. One accumulated schedule was the same as the one used in Diaz de Villegas et al. and did not include tokens, whereas the other accumulated schedule included the delivery of tokens within session. Furthermore, we assessed preference for the three reinforcement schedules. The results showed that synchronous reinforcement was effective for increasing on-task behavior for all seven participants. Furthermore, it was most effective for increasing on-task behavior for three out of seven participants and preferred by all participants. For some participants, other schedules were also similarly effective. The results are discussed with respect to implications for application.
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Affiliation(s)
| | - Claudia L Dozier
- Department of Applied Behavioral Science, University of Kansas, Lawrence, Kansas, USA
| | - Ky C Kanaman
- Department of Applied Behavioral Science, University of Kansas, Lawrence, Kansas, USA
| | - Stacha C Leslie
- Department of Applied Behavioral Science, University of Kansas, Lawrence, Kansas, USA
| | - Marissa E Kamlowsky
- Department of Applied Behavioral Science, University of Kansas, Lawrence, Kansas, USA
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Kim JY, Fienup DM, Reed DD, Jahromi LB. A Rapid Assessment of Sensitivity to Reward Delays and Classwide Token Economy Savings for School-Aged Children. JOURNAL OF BEHAVIORAL EDUCATION 2022:1-24. [PMID: 36532843 PMCID: PMC9744369 DOI: 10.1007/s10864-022-09503-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/16/2022] [Indexed: 06/17/2023]
Abstract
Delay discounting tasks measure the relation between reinforcer delay and efficacy. The present study established the association between delay discounting and classroom behavior and introduced a brief measure quantifying sensitivity to reward delays for school-aged children. Study 1 reanalyzed data collected by Reed and Martens (J Appl Behav Anal 44(1):1-18, https://doi.org/10.1901/jaba.2011.44-1, 2011) and found that 1-month delay choices predicted student classroom behavior. Study 2 examined the utility of the 1-month delay indifference point in predicting saving and spending behavior of second-grade students using token economies with two different token production schedules. Collectively, results showed (a) the 1-month delay indifference point predicted classroom behavior, (b) children who discounted less and had greater self-regulation, accrued and saved more tokens, and (c) a variable token production schedule better correlated with discounting than a fixed schedule. Implications are discussed regarding utility of a rapid discounting assessment for applied use.
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Affiliation(s)
- Ji Young Kim
- Psychology Department, Pennsylvania State University—Harrisburg, 777 W Harrisburg Pike, Middletown, PA 17057 USA
- Teachers College, Columbia University, New York, USA
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Chen E, Borrero CSW, Frank‐Crawford MA, Borrero JC. Accumulated‐ and distributed‐reinforcer arrangements in the treatment of challenging mealtime behavior. BEHAVIORAL INTERVENTIONS 2022. [DOI: 10.1002/bin.1899] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Elaine Chen
- University of Maryland, Baltimore County Baltimore Maryland USA
- Kennedy Krieger Institute Baltimore Maryland USA
| | - Carrie S. W. Borrero
- Kennedy Krieger Institute Baltimore Maryland USA
- Johns Hopkins University School of Medicine Baltimore Maryland USA
| | - Michelle A. Frank‐Crawford
- Kennedy Krieger Institute Baltimore Maryland USA
- Johns Hopkins University School of Medicine Baltimore Maryland USA
| | - John C. Borrero
- University of Maryland, Baltimore County Baltimore Maryland USA
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Weston R, Davis T, Ross RK. Evaluating Preference and Performance in Accumulated versus Distributed Response-Reinforcer Arrangements. Behav Modif 2019; 44:909-926. [PMID: 31387363 DOI: 10.1177/0145445519868793] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
To determine the effects of response-reinforcer arrangements on task performance and preference, participants completed tasks on accumulated and distributed response-reinforcer arrangements. Three males diagnosed with an autism spectrum disorder completed tasks before receiving 5-min or 30-seconds access to a preferred stimulus. To enhance discrimination between the two arrangements, color-coded token boards were used to represent each arrangement. Responding was evaluated within a multielement design to compare the response rate across conditions for each participant. A preference assessment was conducted after the comparison to determine whether a preference for one of the arrangements emerged. All participants produced a higher rate of responding in the accumulated schedule of reinforcement.
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Ferguson RH, Falcomata TS, Ramirez-Cristoforo A, Vargas Londono F. An Evaluation of the Effects of Varying Magnitudes of Reinforcement on Variable Responding Exhibited by Individuals With Autism. Behav Modif 2019; 43:774-789. [PMID: 31216864 DOI: 10.1177/0145445519855615] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Interventions aimed at increasing communicative response variability hold particular importance for individuals with autism spectrum disorders (ASD). Several procedures have been demonstrated in the applied and translational literature to increase response variability. However, little is known about the relationship between reinforcer magnitude and response variability. In the basic literature, Doughty, Giorno, and Miller evaluated the effects of reinforcer magnitude on behavioral variability by manipulating reinforcer magnitude across alternating relative frequency threshold contingencies, with results suggesting that larger reinforcers induced repetitive responding. The purpose of this study was to translate Doughty et al.'s findings to evaluate the relative effects of different magnitudes of reinforcement on communicative response variability in children with ASD. A Lag 1 schedule of reinforcement was in place during each condition within an alternating treatments design. Magnitudes of reinforcement contingent on variable communicative responding were manipulated across the two conditions. Inconsistent with basic findings, the results showed higher levels of variable communicative responding associated with the larger magnitude of reinforcement. These outcomes may have potential implications for interventions aimed at increasing response variability in individuals with ASD, as well as future research in this area.
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Ward-Horner JC, Muehlberger AO, Vedora J, Ross RK. Effects of Reinforcer Magnitude and Quality on Preference for Response-Reinforcer Arrangements in Young Children with Autism. Behav Anal Pract 2017. [PMID: 28630824 DOI: 10.1007/s40617-017-0185-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
The present study evaluated the effects of reinforcer magnitude and quality on preference for continuous and discontinuous arrangements. Two preschool children with autism spectrum disorder (ASD) participated in the study. Both participants initially preferred a discontinuous arrangement when choice options included the same quality and magnitude reinforcers; however, magnitude and quality manipulations resulted in a change in preference for continuous arrangements.
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Affiliation(s)
| | | | - Joseph Vedora
- Evergreen Center, 345 Fortune Blvd., Milford, MA 01757 USA
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Ward-Horner JC, Cengher M, Ross RK, Fienup DM. Arranging response requirements and the distribution of reinforcers: A brief review of preference and performance outcomes. J Appl Behav Anal 2016; 50:181-185. [PMID: 27699787 DOI: 10.1002/jaba.350] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2015] [Accepted: 07/01/2016] [Indexed: 11/11/2022]
Abstract
Recent research has demonstrated that some participants prefer to complete a larger series of responses in exchange for a longer duration of reinforcer access, rather than completing fewer tasks associated with smaller, but more frequent, reinforcer access. This review provides a summary of this line of research, examines variables contributing to participant preference and performance under different response-reinforcer arrangements, and discusses limitations and areas for future research.
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Kocher CP, Howard MR, Fienup DM. The Effects of Work-Reinforcer Schedules on Skill Acquisition for Children With Autism. Behav Modif 2015; 39:600-21. [DOI: 10.1177/0145445515583246] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study evaluated the effects of continuous and discontinuous work-reinforcer schedule arrangements on skill acquisition for three students with autism. Participants were initially exposed to both schedules in an alternating schedules condition where they were taught different but equivalent skills for each schedule. In the discontinuous schedule condition, participants completed work in small increments to gain access to a reinforcer for short periods of time. In the continuous schedule condition, participants completed larger increments of work to gain longer access to a reinforcer. Results showed that two participants mastered the target responses with both schedules and the third participant only met mastery criterion with the continuous schedule. Preference for schedules varied across participants. Session duration was consistently shorter during the continuous work-reinforcer schedule, suggesting that continuous work-reinforcer schedules are more efficient. Participants engaged with the reinforcer less when provided longer access, suggesting that reinforcer access might be reduced with continuous schedules for further efficiency gains.
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Affiliation(s)
- Colleen P. Kocher
- The ELIJA School, Levittown, NY, USA
- Queens College, Flushing, NY, USA
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Bukala M, Hu MY, Lee R, Ward-Horner JC, Fienup DM. The effects of work-reinforcer schedules on performance and preference in students with autism. J Appl Behav Anal 2015; 48:215-20. [DOI: 10.1002/jaba.188] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Magdalena Bukala
- Queens College, Cuny, And Quality Services For The Autism Community, Inc
| | - Meng Yao Hu
- Queens College, Cuny, And Quality Services For The Autism Community, Inc
| | - Ronald Lee
- Quality Services For The Autism Community, Inc
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