Advisor(s)

Jessica Sassi

Contributor(s)

Julie S. Weiss, Shawn Kenyon

Date of Award

2011

Date Accepted

7-2011

Degree Grantor

Northeastern University

Degree Level

M.S.

Degree Name

Master of Applied Behavior Analysis

Department or Academic Unit

Bouvé College of Health Sciences. Department of Counseling and Applied Educational Psychology.

Keywords

psychology, behavioral, autism, reinforcement, skill acquisition

Subject Categories

Reinforcement (Psychology)

Disciplines

Cognitive Psychology

Abstract

In order to effectively teach new skills, it is important to identify ways in which to reinforce the behavior. One important aspect of reinforcement is the way in which the reinforcer is delivered upon the completion of the task. Direct and indirect reinforcement are examples of two different contingencies of reinforcement, each associated with different stimulus arrangements. Direct reinforcement refers to arrangements in which the reinforcer is obtained through the completion of the task. Indirect reinforcement refers to arrangements in which the reinforcer is delivered through social mediation upon the completion of the task. Previous research conducted by Thompson and Iwata (2000), has found direct reinforcement to be more effective than indirect reinforcement in skill acquisition. The purpose of this study was to attempt to replicate the research of Thompson and Iwata (2000), and determine whether similar results would be found in a population of individuals with autism who have had a history with socially mediated reinforcement.

Document Type

Master's Thesis

Rights Holder

Robert Mark Grant


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