Using Intermittent Reinforcement to Program Maintenance of Verbal/Nonverbal Correspondence

Baer, Ruth A.; Blount, Ronald L.; Detrich, Ronnie; Stokes, Trevor F.

doi:10.1901/jaba.1987.20-179

Cited by 40 publications

(36 citation statements)

References 10 publications

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“…Thus, in the present programme, once children 'acquire the taste' for the fruits and vegetables, these foods provide their own intrinsic rewards to supplement and, in time, perhaps entirely replace the programme's extrinsic rewards. The effectiveness of the present study's extrinsic rewards in increasing consumption and liking of fruit and vegetables is consistent with the findings of many other studies that have used rewards to alter food consumption and choice (Bernal, 1972;Hatcher, 1979;Siegel, 1982;Riordan et al, 1984;Handen et al, 1986;Stark et al, 1986;Baer et al, 1987;Hendy, 2002;.…”

Section: Discussionsupporting

confidence: 90%

“…However, there is also a large body of research testifying to the efficacy of rewards (eg see Dickinson, 1989;Cameron et al, 2001). A number of studies, for example, have employed them successfully to encourage food consumption among children with feeding difficulties (Bernal, 1972;Hatcher, 1979;Siegel, 1982;Riordan et al, 1984;Handen et al, 1986) and to increase children's healthy snack choices (Stark et al, 1986;Baer et al, 1987). This evidence indicates that, when used appropriately, rewards can be very effective at altering behaviour such as children's food consumption.…”

Section: Introductionmentioning

confidence: 99%

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Effects of a peer modelling and rewards-based intervention to increase fruit and vegetable consumption in children

et al. 2004

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Objective: To measure children's consumption of, and liking for, fruit and vegetables and how these are altered by a peer modelling and rewards-based intervention. Design: In this initial evaluation of the programme, children's consumption of fruit and vegetables were compared within and across baseline and intervention phases. Setting: Three primary schools in England and Wales. Subjects: In total, 402 children, aged from 4 to 11 y. Intervention: Over 16 days, children watched six video adventures featuring heroic peers (the Food Dudes) who enjoy eating fruit and vegetables, and received small rewards for eating these foods themselves. Main outcome measures: Fruit and vegetable consumption was measured (i) in school at lunchtime and snacktime using a fivepoint observation scale, with inter-rated reliability and weighed validation tests; and (ii) at home using parental recall. A questionnaire measured children's liking for fruit and vegetables before and after the intervention. Results: Consumption during the intervention was significantly higher than during baseline at lunchtime and at snacktime (Po0.001 in all instances). Consumption outside school was significantly higher during the intervention on weekdays (Po0.05) but not weekend days. Following the intervention, children's liking for fruit and vegetables also showed a significant increase (Po0.001). Conclusions:The peer modelling and rewards-based intervention was shown to be effective in bringing about substantial increases in children's consumption of, and expressed liking for, fruit and vegetables.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Effects of a peer modelling and rewards-based intervention to increase fruit and vegetable consumption in children

et al. 2004

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“…Say-do correspondence was maintained with minimum variability for all the children when consequences for correspondence became intermittent, regardless of the conditions under which saying was produced. The current data extend the research on thinning consequences reported by Baer et al (1987). Moreover, the maintenance shown in the current study may have important implications in applied settings because it demonstrates the maintenance of say-do relation in conditions less dependent of the specific adult's questions about what the subjects would like to do.…”

Section: Discussionsupporting

confidence: 82%

“…Studies focused on maintenance indicate that it is possible to maintain correspondence by simply reinforcing the verbalization (Baer, Blount, Detrich, & Stokes, 1987;Baer, Williams, Osnes, & Stokes, 1984;Guevremont, Osnes, & Stokes, 1986b;Osnes, Grevremont, & Stokes, 1986;Paniagua & Black, 1990;Ward & Stare, 1990;Whitman, Scibak, Butler, Richter, & Johnson, 1982) or through intermittent reinforcement of the correspondence (Baer et aI., 1987) and indiscriminable or almost random contingencies (Guevremont et aI., 1986b). Research into the generalization of say-do correspondence has suggested that a number of variables may be involved in promoting successful generalization (Guevremont et aI., 1986a;Rogers-Warren & Baer, 1976;Whitman et aI., 1982).…”

mentioning

confidence: 99%

Generalization of Say-Do Correspondence

2001

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Say-do correspondence training establishes a relation between what a person says and then does, or does and then reports. The conditions that establish the generalized form of this behaviorbehavior relation have not been thoroughly investigated. The current study analyzes two conditions, or types of histories, giving rise to the generalization of say-do correspondence. Eleven preschool children, ages 3 years, 10 months to 5 years, participated. Two baseline phases showed the lack of say-do correspondence in four behaviors, two similar and two dissimilar, with the second baseline involving social consequences contingent upon saying what to do. Next, differential consequences were applied to the say-do correspondence relation in Behavior 1. Subsequently, say-do correspondence was maintained under two conditions with 6 and 5 children participating, respectively. In both conditions consequences were equally thinned but in Condition 1, saying was kept in a vocal modality (as during training) and, in Condition 2, saying was changed from a vocal to a symbolic modality. Generalized say-do correspondence of untrained behaviors was then tested. Considering the first trial for each behavior, greater generalization was observed in the symbolic condition. Observation of the children's behavior in this condition indicated that the type of symbolic saying response used in the current study permitted the transfer of the stimulus properties of saying from the saying to the doing context. Say-do correspondence training establishes an arbitrary relation between what a person says and does, or does and then reports (Baer,

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“…In addition, reinforcement schedules may increase the likelihood or amount of other characteristics of responding, including resistance to extinction and disinhibition, and may alter the effects of reinforcement magnitude on resistance. Nevertheless, only a few applied studies have examined the PREE (e.g., R. Baer, Blount, Detrich, & Stokes, 1987;Kazdin & Polster, 1973;Koegel & Rincover, 1977), and each contains some potential limitations that prevent clear interpretation of the data (see Lerman, Iwata, Shore, & Kahng, 1996, for a detailed discussion of these problems).…”

Section: Applied Research and Implicationsmentioning

confidence: 99%

Developing a Technology for the Use of Operant Extinction in Clinical Settings: An Examination of Basic and Applied Research

Lerman

Iwata

1996

J of App Behav Analysis

188

124

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Extinction of operant behavior, which involves terminating the reinforcement contingency that maintains a response, is important to the development, generalization, and reduction of behavior in clinical settings. We review basic and applied research findings on variables that influence the direct and indirect effects of extinction and discuss the potential value of a general technology for the use of extinction. We suggest that current research findings are not sufficient for the development of a comprehensive, applied technology of extinction and provide extensive guidelines for further studies on factors that may affect the course of extinction in clinical settings.DESCRIPTORS: extinction, behavior disorders, reinforcementExtinction of operant behavior involves terminating the reinforcement contingency that maintains a response, which results in a reduction in the behavior's occurrence over time. 1 Results of basic research (e.g., Ferster & Skinner, 1957;Skinner, 1938) have revealed much about its direct and indirect effects, including a number of variables that influence the general course of responding during extinction. These findings have important implications for the use of extinction in applied settings, in which behavior is ofWe thank Marc Branch, Timothy Hackenberg, Cecil Mercer, and Betty Capaldi for their helpful comments on an earlier draft of this manuscript.Reprints may be obtained from

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Using Intermittent Reinforcement to Program Maintenance of Verbal/Nonverbal Correspondence

Cited by 40 publications

References 10 publications

Effects of a peer modelling and rewards-based intervention to increase fruit and vegetable consumption in children

Effects of a peer modelling and rewards-based intervention to increase fruit and vegetable consumption in children

Generalization of Say-Do Correspondence

Developing a Technology for the Use of Operant Extinction in Clinical Settings: An Examination of Basic and Applied Research

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