Maximization of reinforcement by two autistic students with accurate and inaccurate instructions

Promoting Accurate Variability of Social Skills in Children With Autism Spectrum Disorder

Restricted and repetitive behavior is a central feature of autism spectrum disorder (ASD), with such behaviors often resulting in lack of reinforcement in social contexts. The present study investigated training multiple exemplars of target behaviors and the utilization of lag schedules of reinforcement in the context of social skills training to promote appropriate and varied social behavior in children with ASD. Five participants with ASD between the ages of 7 and 9 attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills was utilized to assess intervention effects. During baseline, participants demonstrated low levels of skill accuracy and low appropriate variability in responding. During continuous reinforcement with one trained exemplar, skill accuracy increased while appropriate variability remained low. Training of three exemplars of target skills resulted in minimal improvements in appropriate variability. Introduction of a Lag 2 schedule with three trained exemplars was generally associated with increased appropriate variability. Further appropriate variability was observed during Lag 4 with three trained exemplars. Limitations and implications are discussed.

The effects of schedules of reinforcement on instruction-following in human subjects with verbal and nonverbal stimuli

The experiment reported here represents a partial replication of an experiment by Newman, Buffington, and Hemmes (in press) and analyzes responding in college students as a function of three different schedules of reinforcement (FR 1, FR 2, FR 3) and either verbal discriminative stimuli (instructions) or nonverbal discriminative stimuli (different colored cards). All consequences (tokens) were based on behavior consistent either with the verbal discriminative stimulus (S(D)) or with the nonverbal S(D). The schedule of reinforcement varied across subjects, and accuracy of the verbal and nonverbal S(D)s varied across phases from. Results showed that the behavior of all continuous reinforcement (FR 1) subjects was sensitive to the accuracy of the verbal S(D)s, but the behavior of subjects in the nonverbal S(D) conditions showed more sensitivity than the behavior of subjects in verbal conditions under intermittent schedules (FR 2 and FR 3). These finding suggest that the behavior of subjects in experiments where instructions are sometimes pitted against actual contingencies of reinforcement is a function not only of the instruction, but also of the type of reinforcement schedule used.