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EMBEDDED PROMPTING MAY FUNCTION AS EMBEDDED PUNISHMENT: DETECTION OF UNEXPECTED BEHAVIORAL PROCESSES WITHIN A TYPICAL PRESCHOOL TEACHING STRATEGY
Author(s) -
Heal Nicole A.,
Hanley Gregory P.
Publication year - 2011
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.2011.44-127
Subject(s) - punishment (psychology) , psychology , function (biology) , behavioral analysis , animal behavior , developmental psychology , reinforcement , autism , cognitive psychology , neuroscience , cognitive science , social psychology , zoology , evolutionary biology , biology
This study describes an unexpected behavioral process that influenced behavior during the teaching of concepts to a 4‐year‐old girl. The efficacy of and preference for three strategies that varied in teacher directedness were assessed in a multielement design and concurrent‐chains arrangement, respectively. The strategy that involved the most teacher direction was most efficacious and preferred. In addition, embedded teacher prompts, common in child‐led teaching procedures, functioned as a punisher for the child's toy play. Implications for designing effective and preferred teaching conditions are discussed.