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The effectiveness of and preschoolers' preferences for variations of multiple-schedule arrangements
Jeffrey H Tiger1, Gregory P Hanley, Nicole A Heal
1Center for Autism Spectrum Disorders, Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, 68198, USA. jtiger@unmc.edu
Insights
This study explored multiple schedules of reinforcement to reduce disruptive behavior in children. Both S+/S- and S+ schedules were effective, with preferences varying based on individual discrimination abilities.
Area of Science:
- Behavioral Psychology
- Child Development
- Applied Behavior Analysis
Background:
- Disruptive requesting in children can impede instructional activities.
- Multiple schedules of reinforcement, alternating between continuous reinforcement (CRF) and extinction, can minimize such behaviors.
- Discriminative stimuli signal periods of reinforcement or extinction.
Purpose of the Study:
- To evaluate the effectiveness and children's preferences for different multiple schedules of reinforcement.
- To compare schedules involving distinct stimuli (S+/S-), only a reinforcement stimulus (S+), or a mixed schedule.
- To explore the relationship between discrimination ability and schedule preference.
Main Methods:
- Children were exposed to three multiple schedule conditions: S+/S-, S+, and a mixed schedule.
- Effectiveness was measured by behavioral changes, and preferences were recorded.
- Correlational analyses examined the link between discrimination indexes and schedule preferences.
Main Results:
- Both S+/S- and S+ arrangements were equally effective for most children.
- A subset of children preferred the S+/S- schedule, while others preferred the S+ schedule.
- Children with higher discrimination indexes preferred the S+/S- schedule; those with lower indexes preferred the S+ schedule.
Conclusions:
- Multiple schedules of reinforcement are effective in managing children's requesting behaviors.
- Individual differences in discrimination ability influence preference for specific multiple schedule arrangements.
- Tailoring schedules to a child's discrimination skills may enhance treatment effectiveness and acceptance.
Abstract:
Multiple schedules of reinforcement have been used to teach children to recruit attention only when it is available, thereby minimizing disruptive requesting during instructional activities. This procedure involves alternating periods of continuous reinforcement (CRF) with periods of extinction and correlating each period with a distinct and continuous discriminative stimulus. The present study evaluated the effectiveness of and children's preferences for multiple schedules in which (a) two different stimuli, one correlated with reinforcement (S+) and another correlated with extinction (S-), were presented; (b) only an S+ was presented (i.e., no stimulus was correlated with extinction), and (c) neither an S+ nor an S- was presented (i.e., a mixed schedule). S+/S- and S+ arrangements were similarly effective for 7 children, but 3 preferred the S+/S- condition and 4 preferred the S+ condition. Correlational analyses suggested that children who responded more effectively given the S- (discrimination indexes were relatively high) preferred the S+/S- condition, whereas children who responded less effectively given the S- preferred the S+ condition. The implications of these findings for arranging multiple schedules for social responses are discussed.
