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Reinforcer variation: implications for motivating developmentally disabled children

A L Egel

    Journal of Applied Behavior Analysis
    |January 1, 1981
    PubMed
    Summary

    Motivating autistic children requires varied rewards. Consistent rewards decrease engagement, while varied reinforcers significantly improve participation and focus in educational activities.

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    Area of Science:

    • Behavioral Psychology
    • Developmental Psychology
    • Special Education

    Background:

    • Motivating children with developmental disabilities, particularly those with autism spectrum disorder (ASD), presents significant challenges in educational settings.
    • Stimulus variation is a potential factor influencing motivation and engagement in learning activities.

    Observation:

    • The study observed the impact of reinforcer presentation methods on the behavior of developmentally disabled children.
    • A reversal design was employed to compare constant versus varied reinforcer schedules.

    Findings:

    • Consistent presentation of the same reinforcer led to decreased correct responding and on-task behavior.
    • Varying the reinforcers resulted in significantly improved and stable levels of correct responding and on-task behavior.

    Implications:

    • The findings suggest that stimulus variation, specifically in reinforcer presentation, is a critical factor for enhancing motivation in children with developmental disabilities.
    • Educational strategies for autistic children should incorporate varied reinforcement to maintain engagement and improve learning outcomes.
    • Further research into stimulus variation can inform more effective pedagogical approaches for diverse learners.

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