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RESPONSE‐REINFORCER RELATIONSHIPS AND IMPROVED LEARNING IN AUTISTIC CHILDREN
Author(s) -
Williams Julie A.,
Koegel Robert L.,
Egel Andrew L.
Publication year - 1981
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1981.14-53
Subject(s) - reinforcement , psychology , developmental psychology , autism , cognitive psychology , affect (linguistics) , conditioning , functional analysis , container (type theory) , social psychology , communication , mechanical engineering , biochemistry , statistics , chemistry , mathematics , engineering , gene
In order to affect more rapid response acquisition for autistic children, researchers have recently begun to investigate the functional relationships of reinforcers to other components of the operant conditioning paradigm. Previous research suggested that functional relationships between target behaviors and reinforcers might be especially effective. For example, locating a reward inside a container might be a more efficient way to teach a child to open the container than by handing the child a reward for opening an empty container. The present experiment assessed, within a multiple baseline design, the possibility of improving autistic children's learning by changing arbitrary response‐reinforcer relationships (while holding target behaviors and reinforcers constant) so that the target behaviors became functional (i.e., a direct part of the response chain required for the child to procure the reinforcer). The results showed that: (1) arranging functional response‐reinforcer relationships produced immediate improvement in the children's learning, and resulted in rapid acquisition of criterion level responding; and (2) high levels of correct responding initially produced by functional response‐reinforcer relationships were continued even when previously ineffective arbitrary response‐reinforcer conditions were reinstated. The results are discussed in terms of understanding and improving autistic children's learning.