An Evaluation of Synchronous Reinforcement for Increasing On-Task Behavior in Preschool Children
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| Title: | An Evaluation of Synchronous Reinforcement for Increasing On-Task Behavior in Preschool Children |
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| Language: | English |
| Authors: | Diaz de Villegas, Sara C., Dozier, Claudia L., Jess, Rachel L., Foley, Elizabeth A. |
| Source: | Journal of Applied Behavior Analysis. Sum 2020 53(3):1660-1673. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Synchronous Communication, Reinforcement, Behavior Problems, Behavior Modification, Preschool Children, Student Attitudes, Student Behavior, Summative Evaluation |
| DOI: | 10.1002/jaba.696 |
| ISSN: | 0021-8855 |
| Abstract: | A synchronous-reinforcement schedule is a type of schedule of covariation in which the onset and offset of the reinforcer covaries with the onset and offset of behavior. This study was a proof-of-concept demonstration of the efficacy of synchronous reinforcement for on-task behavior (completing a preacademic skill) and an evaluation of preschoolers' preference for this schedule in comparison to a more traditional schedule of reinforcement. Specifically, we compared the effects of a synchronous-reinforcement schedule to one in which continuous access to stimuli was delivered at the end of the session and yoked to the duration of on-task behavior that occurred during the session (accumulated reinforcement). Results showed the synchronous-reinforcement schedule was more effective for increasing on-task behavior and preferred by most participants. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1261225 |
| Database: | ERIC |
| Abstract: | A synchronous-reinforcement schedule is a type of schedule of covariation in which the onset and offset of the reinforcer covaries with the onset and offset of behavior. This study was a proof-of-concept demonstration of the efficacy of synchronous reinforcement for on-task behavior (completing a preacademic skill) and an evaluation of preschoolers' preference for this schedule in comparison to a more traditional schedule of reinforcement. Specifically, we compared the effects of a synchronous-reinforcement schedule to one in which continuous access to stimuli was delivered at the end of the session and yoked to the duration of on-task behavior that occurred during the session (accumulated reinforcement). Results showed the synchronous-reinforcement schedule was more effective for increasing on-task behavior and preferred by most participants. |
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| ISSN: | 0021-8855 |
| DOI: | 10.1002/jaba.696 |
