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Effects of tangible and social reinforcers on skill acquisition, stereotyped behavior, and task engagement in three children with autism spectrum disorders.

Abstract：

:Children with autism spectrum disorders (ASDs) are more likely to engage in inappropriate play (e.g., stereotypy, repetitive behavior) with their preferred items given as reinforcers. Considering the stereotyped behavior is a core characteristic of ASD aimed to reduce, it is necessary to identify alternative reinforcers that does not encourage problematic behavior as well as is still effective. In this respect, the present study evaluates a possible alternative reinforcer: social interaction. The study compared the effects of preferred tangible and social reinforcers on skill acquisition, stereotyped behavior, and task engagement during the instruction period in three children, 3-8 years of age, with ASDs. This study had two phases: in the first phase, preference assessments and reinforcer assessments were conducted to identify the most highly preferred items and relative preferred type of reinforcers. In the second phase, teachers taught the target skills using two different reinforcers and the three dependent variables were compared between two reinforcer conditions. The results suggest that the reinforcers were equally effective; however tangible reinforcers resulted in high levels of stereotyped behavior. The results indicate that social reinforcers can be efficient reinforcers for the population. The study discussed making an efficient reinforcement decision for individuals with ASD.

journal_name

Res Dev Disabil

journal_title

Research in developmental disabilities

authors

Kang S,O'Reilly M,Rojeski L,Blenden K,Xu Z,Davis T,Sigafoos J,Lancioni G

doi

10.1016/j.ridd.2012.10.007

subject

Has Abstract

pub_date

2013-02-01 00:00:00

pages

739-44

issue

2

eissn

0891-4222

issn

1873-3379

pii

S0891-4222(12)00262-4

journal_volume

34

pub_type

临床试验,杂志文章

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