Bermúdez RK, Aviña MV, Chiquet BR, Olivas GS, Sánchez AF

Language: Spanish
References: 60
Page: 1663-1680
PDF size: 200.24 Kb.

ABSTRACT

The purpose of the current study was to determine the effects of pairing praise with primary reinforcers on establishing praise as a conditioned reinforcer in children with autism. Different values of the schedule of pairings were explored. Participants included four children diagnosed with autism. Five conditions were conducted: primary reinforcer test, baseline, praise baseline, pairing and test. Pairings of praise with primary reinforcer were delivered on a 15, 30 or 60 s Fixed Time schedule or a Fixed Rate 1 schedule. For all participants following every 20 pairings a session was conducted in which only praise was delivered on a Fixed Rate 1 schedule for responding. The response increased during the test condition in which praise was delivered on a Fixed Rate 1 schedule. Results indicated that the procedure effectively established praise as a conditioned reinforcer.

REFERENCES

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8. Cossairt, A., Hall, R. y Hopkins, B. (1973). The effects of experimentes´s instructions, feedback, and praise on teacher praise and student attending behavior. Journal of Applied Behavior Analysis, 6 (1), 89-100.

9. Dozier, C., Iwata, B., Thomason-Sassi, J., Worsdell, A. y Wilson, D. (2012). Comparison of two pairing procedures to establish praise as a reinforcer. Journal of Applied Behavior Analysis, 45 (4), 721-735.

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14. Kale, R., Kaye, J., Whelan, P. y Hopkins, B. (1968). The effects of reinforcement on the modification, maintenance, and generalization of social responses of mental patients. Journal of Applied Behavior Analysis, 1 (4), 307–314.

15. Kazdin, A. y Klock, J. (1973). The effect of nonverbal teacher approval on student attentive behavior. Journal of Applied Behavior Analysis, 6 (4), 643-654.

16. Levin, G. y Simmons, J. (1962). Response to praise by emotionally disturbed boys. Psychological Reports, 11 (1), 10.

17. Lewis, T. y Sugai, G. (1996). Descriptive and experimental analysis of teacher and peer attention and the use of assessment-based intervention to improve pro-social behavior. Journal of Behavioral Education, 6, 7-24.

18. Lovaas, O., Freitag, G., Kinder, M., Rubenstein, B., Schaeffer, B. y Simmons, J. (1966). Establishment of social reinforcers in two schizophrenic children on the basis of food. Journal of Experimental Child Psychology, 4 (2), 109–125.

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23. Stahl, J., Thomson, L., Leitenberg, H. y Hasazi, J. (1974). Establishment of praise as a conditioned reinforcer in socially unresponsive psychiatric patients. Journal of Abnormal Psychology, 83 (5), 488–496.

24. Stevens, C., Sidener, T., Reeve. S. y Sidener, D. (2011). Effects of behaviorspecific and general praise on acquisition of tacts in children with pervasive developmental disorders. Research in Autism Spectrum Disorders, 5 (1), 666-669.

25. Strain, P. y Timm, M. (1974). An experimental analysis of social interaction between a behaviorally disordered preschool child and her classroom peers. Journal of Applied Behavior Analysis, 7 (4), 583–590.

26. Sutherland, K., Wehby, J. y Copeland, S. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8 (1), 2-8.

27. Villegas, T., Bruner C. y Hernández, V. (2009). La adquisición y el mantenimiento de presionar una palanca en ratas con reforzamiento condicionado. Acta Comportamentalia: Revista Latina de Análisis del Comportamiento, 17 (2), 155-170.

28. Williams, B. (1994). Conditioned reinforcement: Experimental and theoretical issues. The Behavior Analyst, 17 (2), 261–285.

29. Zimmerman, D. (1957). Durable secondary reinforcement: method and theory. Psychological Review, 64 (6), 373-383.

30. Zimmerman, J., Hanford, P. y Brown, W. (1967). Effects of conditioned reinforcement in an intermittent free-feeding situation. Journal of the Experimental Analysis of Behavior, 10 (4), 331-340.

31. Axe, J. y Laprime, A. (2017). The effects of contingent pairing on establishing praise as a reinforcer with children with autism. Journal of Developmental and Physical Disabilities, 29, 325-340.

32. Barton, E. (1981). Developing sharing: An analysis of modeling and other behavioral techniques. Behavior Modification, 5 (3), 386–398.

33. Berth, P. (1951). The influence of two variables upon the establishment of a secondary reinforcement for operant responses. Journal of Experimental Psychology, 41 (1), 62-73.

34. Beus, B. (2014). Conditioned reinforcement and the value of praise in children with autism. All Graduate Theses and Dissertations, 3848. Recuperado de: https://digitalcommons.usu.edu/etd/3848.

35. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51 (1), 5–32.

36. Bugelski, R. (1938). Extinction with and without sub-goal reinforcement. Journal of Comparative Phychology, 26 (1), 121-134.

37. Butter, C. y Thomas, D. (1958). Secondary reinforcement as a function of the amount of primary reinforcement. Journal of Comparative and Physiological Psychology, 51 (3), 346-348.

38. Cossairt, A., Hall, R. y Hopkins, B. (1973). The effects of experimentes´s instructions, feedback, and praise on teacher praise and student attending behavior. Journal of Applied Behavior Analysis, 6 (1), 89-100.

39. Dozier, C., Iwata, B., Thomason-Sassi, J., Worsdell, A. y Wilson, D. (2012). Comparison of two pairing procedures to establish praise as a reinforcer. Journal of Applied Behavior Analysis, 45 (4), 721-735.

40. Drennen, W., Gallman, W. y Sausser, G. (1969). Verbal operant conditioning of hospitalized psychiatric patients. Journal of Abnormal Psychology, 74 (4), 454– 458.

41. Ebner, E. (1965). Verbal conditioning in schizophrenia as a function of degree of social interaction. Journal of Personality and Social Psychology, 1 (5), 528– 532.

42. Fox, R. y King, R. (1961). The effects of reinforcement-scheduling on the strength of a secondary reinforcer. Journal of Comparative and Physiological Psychology, 54 (3), 266-269.

43. Hall, R., Lund, D. y Jackson, D. (1968). Effects of teacher attention on study behavior. Journal of Applied Behavior Analysis, 1 (1), 1–12.

44. Kale, R., Kaye, J., Whelan, P. y Hopkins, B. (1968). The effects of reinforcement on the modification, maintenance, and generalization of social responses of mental patients. Journal of Applied Behavior Analysis, 1 (4), 307–314.

45. Kazdin, A. y Klock, J. (1973). The effect of nonverbal teacher approval on student attentive behavior. Journal of Applied Behavior Analysis, 6 (4), 643-654.

46. Levin, G. y Simmons, J. (1962). Response to praise by emotionally disturbed boys. Psychological Reports, 11 (1), 10.

47. Lewis, T. y Sugai, G. (1996). Descriptive and experimental analysis of teacher and peer attention and the use of assessment-based intervention to improve pro-social behavior. Journal of Behavioral Education, 6, 7-24.

48. Lovaas, O., Freitag, G., Kinder, M., Rubenstein, B., Schaeffer, B. y Simmons, J. (1966). Establishment of social reinforcers in two schizophrenic children on the basis of food. Journal of Experimental Child Psychology, 4 (2), 109–125.

49. Polick, A. Carr. J. y Hanney, N. (2012). A comparison of general and descriptive praise in teaching intraverbal behavior to children with autism. Journal of Applied Behavior Analysis, 45 (3), 593-599.

50. Skinner, B. (1938). The behavior of organisms: An experimental analysis. New York: Appleton-Century- Crofts.

51. Snycerski, S., Laraway, S. y Poling, A. (2005). Response acquisition with immediate and delayed conditioned reinforcement. Behavioral Processes, 68 (1), 1–11.

52. Sosa, R. y Pulido, M. (2011). Response acquisition with delayed conditioned reinforcement. Revista Mexicana de Análisis de la Conducta, 37 (2), 83–98.

53. Stahl, J., Thomson, L., Leitenberg, H. y Hasazi, J. (1974). Establishment of praise as a conditioned reinforcer in socially unresponsive psychiatric patients. Journal of Abnormal Psychology, 83 (5), 488–496.

54. Stevens, C., Sidener, T., Reeve. S. y Sidener, D. (2011). Effects of behaviorspecific and general praise on acquisition of tacts in children with pervasive developmental disorders. Research in Autism Spectrum Disorders, 5 (1), 666-669.

55. Strain, P. y Timm, M. (1974). An experimental analysis of social interaction between a behaviorally disordered preschool child and her classroom peers. Journal of Applied Behavior Analysis, 7 (4), 583–590.

56. Sutherland, K., Wehby, J. y Copeland, S. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8 (1), 2-8.

57. Villegas, T., Bruner C. y Hernández, V. (2009). La adquisición y el mantenimiento de presionar una palanca en ratas con reforzamiento condicionado. Acta Comportamentalia: Revista Latina de Análisis del Comportamiento, 17 (2), 155-170.

58. Williams, B. (1994). Conditioned reinforcement: Experimental and theoretical issues. The Behavior Analyst, 17 (2), 261–285.

59. Zimmerman, D. (1957). Durable secondary reinforcement: method and theory. Psychological Review, 64 (6), 373-383.

60. Zimmerman, J., Hanford, P. y Brown, W. (1967). Effects of conditioned reinforcement in an intermittent free-feeding situation. Journal of the Experimental Analysis of Behavior, 10 (4), 331-340.