Julie S. Weiss, Shawn Kenyon
Date of Award
Master of Applied Behavior Analysis
Department or Academic Unit
Bouvé College of Health Sciences. Department of Counseling and Applied Educational Psychology.
psychology, behavioral, autism, reinforcement, skill acquisition
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.
Robert Mark Grant
Grant, Robert Mark, "Comparison of direct and indirect reinforcement contingencies on task acquisition" (2011). Applied Behavioral Analysis Master's Theses. Paper 74. http://hdl.handle.net/2047/d20001178
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