Direct versus indirect response-reinforcer relationships in teaching autistic children Export

@article{citeulike:695935, abstract = {One possibility suggested by the literature for maximizing the efficiency of behavior modification procedures concerns the relationship between target behaviors and their reinforcers. Therefore, in this experiment three severely autistic children were taught a total of six new target behaviors (in a multiple baseline design) employing two different response-reinforcer relationships: (1) those where the target behaviors were a direct part of the response chain required to procure a reinforcer (e.g., opening the lid of a container to obtain a food reward inside the container); and (2) those where the target behavior was an indirect part of the chain leading to the reinforcer (e.g., the therapist handing the child a food reward after the child had opened the lid of an empty container). In all cases, the results showed rapid acquisition only when the target behavior was a direct part of the chain leading to the reinforcer. The results are discussed in terms of several possible conceptualizations concerning efficient reinforcement contingencies, and in terms of their implications for teaching autistic children.}, author = {Koegel, Robert L. and Williams, Julie A.}, citeulike-article-id = {695935}, citeulike-linkout-0 = {http://dx.doi.org/10.1007/BF00916505}, doi = {10.1007/BF00916505}, journal = {Journal of Abnormal Child Psychology}, keywords = {autism, behavior\_analysis, children, pdfcopy, reinforcement}, month = {December}, number = {4}, pages = {537--547}, posted-at = {2006-06-14 16:28:23}, priority = {3}, title = {Direct versus indirect response-reinforcer relationships in teaching autistic children}, url = {http://dx.doi.org/10.1007/BF00916505}, volume = {8}, year = {1980} }

TY - JOUR ID - citeulike:695935 L3 - citeulike-article-id:695935 N2 - One possibility suggested by the literature for maximizing the efficiency of behavior modification procedures concerns the relationship between target behaviors and their reinforcers. Therefore, in this experiment three severely autistic children were taught a total of six new target behaviors (in a multiple baseline design) employing two different response-reinforcer relationships: (1) those where the target behaviors were a direct part of the response chain required to procure a reinforcer (e.g., opening the lid of a container to obtain a food reward inside the container); and (2) those where the target behavior was an indirect part of the chain leading to the reinforcer (e.g., the therapist handing the child a food reward after the child had opened the lid of an empty container). In all cases, the results showed rapid acquisition only when the target behavior was a direct part of the chain leading to the reinforcer. The results are discussed in terms of several possible conceptualizations concerning efficient reinforcement contingencies, and in terms of their implications for teaching autistic children. IS - 4 JF - Journal of Abnormal Child Psychology EP - 547 TI - Direct versus indirect response-reinforcer relationships in teaching autistic children VL - 8 SP - 537 KW - autism KW - behavior_analysis KW - children KW - pdfcopy KW - reinforcement AU - Koegel, Robert AU - Williams, Julie PY - 1980/12// UR - http://dx.doi.org/10.1007/BF00916505 ER -