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Updated: May 31, 2026

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
Published on: March 1, 2019
Resistance to disruption in a classroom setting
Diana E Parry-Cruwys1, Carrie M Neal, William H Ahearn
1New England Center for Children, Southborough, Massachusetts 01772, USA.
Abstract:
Substantial experimental evidence indicates that behavior reinforced on a denser schedule is more resistant to disruption than is behavior reinforced on a thinner schedule. The present experiment studied resistance to disruption in a natural educational environment. Responding during familiar activities was reinforced on a multiple variable-interval (VI) 7-s VI 30-s schedule for 6 participants with developmental disabilities. Resistance to disruption was measured by presenting a distracting item. Response rates in the disruption components were compared to within-session response rates in prior baseline components. Results were consistent with the predictions of behavioral momentum theory for 5 of 6 participants.
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