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Using differential reinforcement to decrease academic response latencies of an adolescent with acquired brain injury
Megan R Heinicke1, James E Carr, Michael P Mozzoni
1Western Michigan University, USA.
Abstract:
The present study investigated the effects of contingency-specifying rules and a token economy to decrease the latency to comply with academic instructions by a 16-year-old girl with acquired brain injury. Results showed that treatment was successful in reducing academic response latencies. These results replicate previous research in which differential reinforcement was used to decrease slow responding to academic tasks.
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