Effects of pre-session exposure to reinforcers on correct responding and problem behavior of children with autism

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2013

First Committee Member

Karsten, Amanda

Second Committee Member

Thompson, Rachel

Third Committee Member

MacDonald, Rebecca

Abstract

"Reinforcer sampling has been demonstrated to increase correct academic responding during teaching sessions (Park, Pereia Delgado, Choi & Greer, 2008) and to increase the frequency of hospital patients exchanging tokens for reinforcing events (Ayllon & Azrin, 1968). Further research is warranted to evaluate the impact of pre-teaching events, such as reinforcer sampling, on subsequent performance of children with autism. The purpose of Study 1 was to compare academic skill acquisition, academic skill maintenance, and problem behavior with and without pre-session exposure to reinforcing stimuli. Two children diagnosed with autism participated in the study. Data were collected on percentage correct performance (acquisition and maintenance) and percentage of trials with problem behavior. Interobserver agreement (IOA) was assessed for 25% of sessions with agreement averaging 98.3% (range 95-100%). Pre-session exposure to reinforcers resulted in slower acquisition compared to the No-Exposure condition. Study 2 was designed to compare academic skill acquisition, academic skill maintenance, and problem behavior after varying amounts of pre-session exposure to reinforcing stimuli. Data for one participant suggest low levels of reinforcer sampling resulted in more rapid acquisition compared to High-Exposure and to No-Exposure. Problem behavior and academic skill maintenance were undifferentiated, although an unequivocal decrease of both behaviors was observed from baseline to treatment across studies. Results are discussed in terms of basic principles that may account for these findings and methodological differences that could have contributed to our failure to replicate the results of Park et al. (2008) in Study 1."

This document is available upon request to Western New England University faculty, students, and staff. Please contact D'Amour Library at for access.

Share

COinS