Evaluating Preference and Performance in Accumulated versus Distributed Response–Reinforcer Arrangements

To determine the effects of response–reinforcer arrangements on task performance and preference, participants completed tasks on accumulated and distributed response–reinforcer arrangements. Three males diagnosed with an autism spectrum disorder completed tasks before receiving 5-min or 30-seconds access to a preferred stimulus. To enhance discrimination between the two arrangements, color-coded token boards were used to represent each arrangement. Responding was evaluated within a multielement design to compare the response rate across conditions for each participant. A preference assessment was conducted after the comparison to determine whether a preference for one of the arrangements emerged. All participants produced a higher rate of responding in the accumulated schedule of reinforcement.

The Effects of Peer Presence on Variables Maintaining Moderate-to-Vigorous Physical Activity in Children

An increasing number of children fail to meet the recommended levels of physical activity. The purpose of this study was to examine the effects of peer presence on variables that have been shown to evoke moderate-to-vigorous physical activity (MVPA) in children. We recorded the levels of MVPA in three preschool children across no adult, attention, and interactive play conditions, with a peer present and absent. All conditions were compared with a naturalistic baseline and presented in a multielement design with a brief reversal to baseline and reintroduction of the most effective condition. All three participants displayed most MVPA during the interactive play condition with a peer present. This study furthers research on the identification of variables that evoke MVPA in young children and emphasizes the interaction of peer presence and contingent social positive reinforcement as relevant variables.

Comparison of Tablet-Delivered and Instructor-Delivered Teaching on Receptive Identification in Children With Autism Spectrum Disorders

The purpose of our study was to compare the effectiveness of tablet- and instructor-delivered teaching (i.e., prompting and reinforcement) on the receptive identification of one-word concepts in children with autism spectrum disorders (ASDs). To this end, we embedded a multielement design within a multiple probe design to compare the effectiveness of the two instructional modalities in seven participants. Two of the seven participants showed generalization on all concepts in fewer instructional trials following instructor-delivered teaching, whereas the remaining five participants had mixed results depending on the concept. In total, the participants showed more rapid generalization with the instructor for 14 of the 19 concepts taught. Our results suggest that tablets should not systematically replace instructor-delivered prompting and reinforcement, but that they may be used to provide supplementary teaching to children with ASD.

Academic or Functional Life Skills? Using Behaviors Associated with Happiness to Guide Instruction for Students with Profound/Multiple Disabilities

The field of special education has begun to concentrate its efforts on developing objectives and procedural strategies that promote a positive quality of life for students with profound multiple disabilities, while determining which educational strategies are the most appropriate. A multielement design was used to compare the effects of two educational conditions, academic skills instruction and functional life skills instruction, on the quality of life indicators of four students with profound multiple disabilities. Results indicated that all four students demonstrated a greater number of behaviors associated with happiness while receiving academic skills instruction. Implications for current educational practices are addressed and directions for future research are discussed.

Effects of Choice and Task Preference on the Work Performance of Students with Behavior Problems

This investigation compared the effects of choice and assignment of preferred and nonpreferred tasks on the work performance of three students with moderate intellectual impairments and challenging behavior in a classroom setting. After assessing student task preferences, a multielement design was used to evaluate three conditions: (a) assigning a preferred task, (b) assigning a nonpreferred task, and (c) providing a choice between work tasks. Results indicated individual participant data were idiosyncratic and choice making failed to produce superior effects for any of the participants. Students' task preferences changed from preassessment to postassessment, although their nonpreferred tasks remained unchanged. Results are discussed in terms of previous research and future research needs with this student population.

Effects of Video Games as Reinforcers for Computerized Addition Performance

This study examined the effects of video games as reinforcers for computer-assisted math performance Four students were presented with addition problems on a computer for 15 minutes daily. Using a multielement design, all students were exposed to two variable ratio (VR 10 and VR 5) and a No-Games reinforcement condition. Neither schedule of reinforcement increased student accuracy or had a substantial effect on the rate of correct responses. In the No-Games reinforcement condition, students had more opportunities to respond and a greater number of correct answers. The authors suggest that programmers of educational software incorporate reinforcement procedures that consume minimal amounts of computer time to maximize instructional efficiency.