An Evaluation of the Value of Choice‐making Opportunities in Single‐operant Arrangements: Simple Fixed‐ and Progressive‐ratio Schedules

Tiger, Jeffrey H.; Toussaint, Karen A.; Roath, Christopher T.

doi:10.1901/jaba.2010.43-519

Cited by 27 publications

(33 citation statements)

References 14 publications

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“…Research has shown that allowing for providing learner customization options plays a critical role in improving self‐regulation of students with disabilities thereby facilitating reading outcomes (Wehmeyer, ). Providing students with disabilities with a choice can improve their academic outcomes and motivation (Tiger, Toussaint, & Roath, ; Ulke‐Kurkcuoglu & Kircaali‐Iftar, ). Furthermore, customization enables students to select the most appropriate level of difficulty and makes CAI adaptable for different levels of students with disabilities (Gerard, Spitulnik, & Linn, ; Jeffs, Behrmann, & Bannan‐Ritland, ; Maich, Hall, van Rhijn, & Henning, ).…”

Section: Discussionmentioning

confidence: 99%

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

Mize

Park

Moore

2018

Computer Assisted Learning

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The purpose of this study was to synthesize the effectiveness of computer-assisted instruction (CAI) studies aiming to increase vocabulary for students with disabilities in an effort to identify what type of CAI is promising for practice. An extensive search process with inclusion and exclusion criteria yielded a total of 13 single-subject design studies to be included in the present study. Effect sizes were calculated using a percentage of nonoverlapping data (PND). We also analysed instructional features (e.g., visual supports, auditory supports, font/color selection, and corrective and interactive feedback) from the studies that examined effective instructional design features of CAI. Results indicated (a) the highest PND mean was for secondary school-aged learners with disabilities; (b) both tablet-assisted instructions and nontablet-assisted instruction produced high PND (i.e., highly effective); and (c) although the majority of selected studies included visual and auditory supports in CAI for vocabulary, none of the studies provided opportunities for customization (e.g., student selection of colors and fonts). On the basis of the findings, implications for future research and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

Mize

Park

Moore

2018

Computer Assisted Learning

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“…PR schedules have been used for decades in basic research to gauge relative reinforcer effectiveness and have been used increasingly in applied settings as a means to determine the potency of reinforcers for children with ASD and other developmental disabilities (e.g. DeLeon et al, 2009, 2011; Francisco et al, 2008; Glover et al, 2008; Kenzer et al, 2013; Tiger et al, 2010). The procedure yields a break point (BP) as a measure of reinforcer efficacy , defined as the extent to which an individual will work to gain access a stimulus.…”

Section: Introductionmentioning

confidence: 99%

Examining the reinforcing value of stimuli within social and non-social contexts in children with and without high-functioning autism

Goldberg

Allman

Hagopian

et al. 2016

Autism

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One of the key diagnostic criteria for autism spectrum disorder includes impairments in social interactions. This study compared the extent to which boys with high-functioning autism and typically developing boys “value” engaging in activities with a parent or alone. Two different assessments that can empirically determine the relative reinforcing value of social and non-social stimuli were employed: paired-choice preference assessments and progressive-ratio schedules. There were no significant differences between boys with high-functioning autism and typically developing boys on either measure. Moreover, there was a strong correspondence in performance across these two measures for participants in each group. These results suggest that the relative reinforcing value of engaging in activities with a primary caregiver is not diminished for children with autism spectrum disorder.

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“…Providing students with choice-making opportunities appears to be beneficial during instructional programs, because it may result in decreases in problem behavior and increases in academic engagement (Dunlap et al, 1994). In addition, research suggests that the provision of choice increases the frequency of academic responding (Tiger, Toussaint, & Roath, 2010).…”

mentioning

confidence: 99%

An evaluation of choice on instructional efficacy and individual preferences among children with autism

Toussaint

Kodak

Vladescu

2015

J of App Behav Analysis

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The current study compared the differential effects of choice and no-choice reinforcement conditions on skill acquisition. In addition, we assessed preference for choice-making opportunities with 3 children with autism, using a modified concurrent-chains procedure. We replicated the experiment with 2 participants. The results indicated that choice-making opportunities increased treatment efficacy for 2 of the 3 participants, and all 3 participants demonstrated a preference for choice-making opportunities.

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An Evaluation of the Value of Choice‐making Opportunities in Single‐operant Arrangements: Simple Fixed‐ and Progressive‐ratio Schedules

Cited by 27 publications

References 14 publications

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

Examining the reinforcing value of stimuli within social and non-social contexts in children with and without high-functioning autism

An evaluation of choice on instructional efficacy and individual preferences among children with autism

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