Increasing a child's prosocial behaviors: positive and negative consequences in correspondence training

Correspondence training procedures were used with a young developmentally delayed child to facilitate peer directed talk in a preschool. The typical procedures that provide positive consequences for correspondence were not successful. Therefore, the contingency of a brief timeout for noncorrespondence was added in addition to the positive consequences. Increased verbalizations to peers occurred under these conditions. Generalized changes of increased proximity to peers and increased handraising and participation in groups were also documented. Behavior changes were maintained following the withdrawal of treatment procedures.