Document Type

Dissertation

College

College of Arts and Sciences

Department

Psychology

Degree

PhD in Behavior Analysis

Dissertation Defense Date

2017

First Committee Member

Karsten, Amanda M.

Second Committee Member

Karsten, Amanda M.

Third Committee Member

N/A

Additional Committee Member(s)

N/A

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."

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