The Negative Effects of Positive Reinforcement in Teaching Children with Developmental Delay

Abstract

Interactive modeling is frequently used in teaching skills to children with developmental delay. This study compared the performance of 12 children (7 males, 5 females; 4–10 years of age) each trained in two tasks, one through interactive modeling (with or without verbal reinforcement) and the other through passive observation. Results showed that passive modeling produced better rated performance than interactive modeling and that verbal reinforcement was counterproductive. These findings suggest that current instructional strategies may need to be reconsidered for children with developmental delay.

Observational Learning in Children with Down Syndrome and Developmental Delays: The Effect of Presentation Speed in Videotaped Modelling

“…In a within-subjects design, dressing skills that were presented at a relatively slow presentation speed through videotaped modelling were eventually performed better than those presented at a relatively fast speed. These data in combination with evidence from this laboratory that passive modelling of basic skills is more effective than interactive modelling (e.g., Biederman, Fairhall, Raven, & Davey, 1998;Biederman, Davey, Ryder, & Franchi, 1994;Biederman, Ryder, Davey, & Gibson, l991) suggest that standard instructional techniques warrant reexamination both from the basis of instructional effectiveness and the efficient use of the allotment of teacher time.…”

“…It has been proposed that attention difficulties or delays in processing inhibit the formation of associations between behaviour and social responses in active modelling (Biederman, et al, 1994). That is, a child may be attending to one aspect of his or her behaviour and the instructor may be attending to and commenting on another.…”

“…Each participant was also exposed to two videotaped modelling presentations at different rates of speed in a within-subjects design. This two-task procedure has been used to assess the efficacy of live modelling variables (e.g., Biederman et al, 1991;Biederman et al, 1994).…”

“…Video presentations were randomized for participant and task order. The advantages of the use of untrained raters has been described elsewhere (Biederman et al, 1994). Briefly, the judges were instructed to view these behaviours from the perspective of "a person in the street," on the T s:n AU-autism, PDD-pervasive developmental delay, DS-Down syndrome, L-lacing,S--snapping, B-buttoning, T-bow tying, s-slow speed (15 frames/sec.…”

“…technique (Biederman, Davey, Ryder & Franchi, 1994;Biederman, Ryder, Davey & Gibson, 1991). In the 1994 study which used a withinsubjects design, children were instructed in life skills under two conditions.…”