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TEACHING SELF‐CONTROL WITH QUALITATIVELY DIFFERENT REINFORCERS
Author(s) -
Passage Michael,
Tincani Matt,
Hantula Donald A.
Publication year - 2012
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.2012.45-853
Subject(s) - reinforcement , psychology , task (project management) , self control , developmental psychology , schedule , control (management) , audiology , social psychology , medicine , management , computer science , economics , operating system
This study examined the effectiveness of using qualitatively different reinforcers to teach self‐control to an adolescent boy who had been diagnosed with an intellectual disability. First, he was instructed to engage in an activity without programmed reinforcement. Next, he was instructed to engage in the activity under a two‐choice fixed‐duration schedule of reinforcement. Finally, he was exposed to self‐control training, during which the delay to a more preferred reinforcer was initially short and then increased incrementally relative to the delay to a less preferred reinforcer. Self‐control training effectively increased time on task to earn the delayed reinforcer.