Effects of Tangible and Social Reinforcers on Skill Acquisition, Stereotyped Behavior, and Task Engagement in Three Children with Autism Spectrum Disorders

Autor/inn/en	Kang, Soyeon; O'Reilly, Mark; Rojeski, Laura; Blenden, Kara; Xu, Ziwei; Davis, Tonya; Sigafoos, Jeff; Lancioni, Giulio
Titel	Effects of Tangible and Social Reinforcers on Skill Acquisition, Stereotyped Behavior, and Task Engagement in Three Children with Autism Spectrum Disorders
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 34 (2013) 2, S.739-744 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2012.10.007
Schlagwörter	Interpersonal Relationship; Autism; Reinforcement; Skill Development; Behavior Problems; Time on Task; Pervasive Developmental Disorders; Children; Program Effectiveness + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Autismus; Positive Verstärkung; Kompetenzentwicklung; Qualifikationsentwicklung; Zeitaufwand; Child; Kind; Kinder
Abstract	Children with autism spectrum disorders (ASDs) are more likely to engage in inappropriate play (e.g., stereotypy, repetitive behavior) with their preferred items given as reinforcers. Considering the stereotyped behavior is a core characteristic of ASD aimed to reduce, it is necessary to identify alternative reinforcers that does not encourage problematic behavior as well as is still effective. In this respect, the present study evaluates a possible alternative reinforcer: social interaction. The study compared the effects of preferred tangible and social reinforcers on skill acquisition, stereotyped behavior, and task engagement during the instruction period in three children, 3-8 years of age, with ASDs. This study had two phases: in the first phase, preference assessments and reinforcer assessments were conducted to identify the most highly preferred items and relative preferred type of reinforcers. In the second phase, teachers taught the target skills using two different reinforcers and the three dependent variables were compared between two reinforcer conditions. The results suggest that the reinforcers were equally effective; however tangible reinforcers resulted in high levels of stereotyped behavior. The results indicate that social reinforcers can be efficient reinforcers for the population. The study discussed making an efficient reinforcement decision for individuals with ASD. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10