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ESTABLISHING BOOKS AS CONDITIONED REINFORCERS FOR PRESCHOOL CHILDREN AS A FUNCTION OF AN OBSERVATIONAL INTERVENTION
Author(s) -
SingerDudek Jessica,
Oblak Mara,
Greer R. Douglas
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.2011.44-421
Subject(s) - observational study , intervention (counseling) , psychology , multiple baseline design , developmental psychology , reinforcement , observational learning , nothing , clinical psychology , social psychology , psychiatry , medicine , mathematics education , philosophy , epistemology , pathology , experiential learning
We tested the effects of an observational intervention (Greer & Singer‐Dudek, 2008) on establishing children's books as conditioned reinforcers using a delayed multiple baseline design. Three preschool students with mild language and developmental delays served as the participants. Prior to the intervention, books did not function as reinforcers for any of the participants. The observational intervention consisted of a situation in which the participant observed a confederate being presented with access to books contingent on correct responses and the participant received nothing for correct responses. After several sessions of this treatment, the previously neutral books acquired reinforcing properties for maintenance and acquisition responses for all three participants.