Response Deprivation and Reinforcement in Applied Settings: A Preliminary Analysis

Abstract

First-grade children engaged in seatwork behaviors under reinforcement schedules established according to the Premack Principle and the Response Deprivation Hypothesis. Across two experiments, schedules were presented to the children in a counter-balanced fashion which fulfilled the conditions of one, both, or neither of the hypotheses. Duration of on-task math and coloring in Experiment 1 and on-task math and reading in Experiment 2 were the dependent variables. A modified ABA-type withdrawal design, including a condition to control for the noncontingent effects of a schedule, indicated an increase of on-task instrumental responding only in those schedules where the condition of response deprivation was present but not where it was absent, regardless of the probability differential between the instrumental and contingent responses. These results were consistent with laboratory findings supporting the necessity of response deprivation for producing the reinforcement effect in single response, instrumental schedules. However, the results of the control procedure were equivocal so the contribution of the contingent relationship between the responses to the increases in instrumental behavior could not be determined. Nevertheless, these results provided tentative support for the Response Deprivation Hypothesis as a new approach to establishing reinforcement schedules while indicating the need for further research in this area. The possible advantages of this technique for applied use were identified and discussed.

Predicting the Effects of Interventions: A Tutorial on the Disequilibrium Model

“…In the case of reinforcement, one must be careful not to set the I/C ratio too high. For example, one of the clients Konarski et al (1980) This ratio correctly predicted the resulting increase in instrumental reading. Konarski et al (1980) chose the 3:2 ratio not only because it would result in an increase in behavior but also because it was practical.…”

“…For example, one of the clients Konarski et al (1980) This ratio correctly predicted the resulting increase in instrumental reading. Konarski et al (1980) chose the 3:2 ratio not only because it would result in an increase in behavior but also because it was practical. Three minutes of reading is more than what Sam did during baseline, but is feasible and would result in Sam accessing the reinforcing contingent activity up to four times within each 20 min session.…”

“…Three minutes of reading is more than what Sam did during baseline, but is feasible and would result in Sam accessing the reinforcing contingent activity up to four times within each 20 min session. Konarski et al (1980) could have arranged the I/C schedule such that Sam had to do 8 min of reading for every 2 min of math, resulting in the equation looking as follows:…”

Applied Implications of Theory and Research on the Nature of Reinforcement

“…In Konarski, Johnson, Crowell, and Whitman (1980) demonstrated that contingent access to a high-probability response (coloring) produced increases in a lowprobability response (completing math problems) only when the reinforcement schedule resulted in the restriction of coloring below its baseline rate. That is, when completion of more math problems than in baseline resulted in access to less coloring than in baseline, time spent on math increased.…”

Classroom applications of the disequilibrium model of reinforcement

“…Following several demonstrations of disequilibrium (also called response deprivation) schedules in laboratory settings (see Allison, 1993, for a review), Konarski and colleagues (Konarski, Johnson, Crowell, & Whitman, 1980;Konarski, Crowell, & Duggan, 1985) conducted a series of studies using academic or classroom activities, also the focus of the present study. Konarski et al (1980) conducted two experiments with typical first graders using coloring and math problems, and reading and coloring tasks, as the pairs of tasks/responses for which disequilibrium schedules were calculated and implemented.…”