Teaching Self-Control with Qualitatively Different Reinforcers

Autor/inn/en	Passage, Michael; Tincani, Matt; Hantula, Donald A.
Titel	Teaching Self-Control with Qualitatively Different Reinforcers
Quelle	In: Journal of Applied Behavior Analysis, 45 (2012) 4, S.853-857 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Time on Task; Behavior Modification; Reinforcement; Mental Retardation; Self Control; Child Behavior; Cognitive Restructuring; Daily Living Skills; Outcomes of Treatment; Program Effectiveness + Suchen Sie Ihr Suchwort? Zeitaufwand; Behaviour modification; Verhaltensänderung; Positive Verstärkung; Geistige Behinderung; Selbstbeherrschung; Alltagsfertigkeit
Abstract	This study examined the effectiveness of using qualitatively different reinforcers to teach self-control to an adolescent boy who had been diagnosed with an intellectual disability. First, he was instructed to engage in an activity without programmed reinforcement. Next, he was instructed to engage in the activity under a two-choice fixed-duration schedule of reinforcement. Finally, he was exposed to self-control training, during which the delay to a more preferred reinforcer was initially short and then increased incrementally relative to the delay to a less preferred reinforcer. Self-control training effectively increased time on task to earn the delayed reinforcer. (Contains 1 figure.) (As Provided).
Anmerkungen	Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10