A company trainer shows some ways of scheduling reinforcement of learning for trainees: continuous reinforcement, fixed ratio, variable ratio, fixed interval, and variable interval. As there are problems with all methods, he suggests trying combinations of various types of reinforcement. (MF)

Six responses to a study on reinforcement contingencies defined by the response deprivation hypothesis (Stanley Aeschleman and Margaret Williams) note interactions, trends, the role of context, a functional approach to learned performance, the substitutability of responses, and the ecology of reinforcement. (DB)

The study with 84 mentally retarded persons (mean IQ 41) concluded that increases of instrumental performance in the response deprivation schedules employed were due to the contingency and not noncontingent deprivation, and that the effectiveness of therapeutic reinforcement programs is influenced by the presence of alternative responses.…

Reinforcement contingencies defined by the response deprivation hypothesis were evaluated with three moderately mentally retarded persons (ages 17, 18, and 19). In the presence of the low probability, freely available response, a consistent reinforcement effect was evident whereas in the presence of a high probability response, the reinforcement…

The study of 20 adult stutterers participating in a 32-hour program of fluency training found that results were consistent with the hypothesis that improvements in fluency during response-contingent stimulation may occur when stutterers access extant fluent speech that is not otherwise being fully utilized. (Author/DB)

Two students with severe disabilities were alternately presented with interspersed high-compliance requests and social comments as antecedents to low-compliance requests. Analysis found similar positive effects on compliance for interspersed requests and social comments. The effectiveness of social comments was related to the time interval between…

Reports the results of teaching preschool teachers to use priming and reinforcement to increase the desired behaviors of their children. Five teacher-training techniques were examined: (1) written assignments, (2) feedback from viewing graphs, (3) on-the-spot feedback from a wireless radio (Bug-in-the-Ear), (4) feedback from an observer, and (5)…

A communication program for autistic children (three to six years old) which increased communication skills in the context of establishing reciprocal communication exchanges involving intensive modeling of verbal responses within joint activity routines and reinforcement based on fulfilling the intent of the child's communication. (Author/CL)

The authors respond to comments of colleagues concerning their study on reinforcement contingencies defined by the response deprivation hypothesis with moderately mentally retarded persons. They stress the importance of basic research in this area and the need for such research to demonstrate its application to real world problems. (DB)

The study evaluated the effects of a time-efficient reinforcer assessment package with three preschoolers with autism. Systematic assessment of children's reinforcers for correct responding virtually eliminated nontargeted maladaptive behaviors, and yielded expected improvements in accuracy. (Author/DB)

The article provides a review of behavioral staff training (focusing on antecedent, contingency management, and multi-faceted procedures) in special education settings, primarily institutions. Techniques are discussed according to such criteria as evaluation of staff behavior, changes in client behavior, inclusion of follow-up observations, and…

Evaluated was the effectiveness of four treatment procedures in reducing self-injurious behaviors (handbiting and headstriking) of 22 nonverbal severely mentally retarded children, approximately 10 years old. Among results were that contingent restraint was more effective in reducing behavior below baseline levels than positive reinforcement,…

In this case study, a six-year-old, multihandicapped child was treated for self-injurious arm-biting using two response contingent deceleration procedures and two forms of sensory extinction. Only the sensory extinction procedure with protective cuffs reduced arm-biting to manageable levels. (Author/DB)

The effects of social interaction skill interventions on the social behavior of four preschool children with behavioral handicaps were evaluated. Findings indicated unique effects for social skills training and contingency management intervention. Results are discussed in relation to the role of reciprocal interaction and behavioral trapping for…

Two functional communication training (FCT) conditions were compared to treat behavior problems of a child with mental retardation. The child was taught to emit a single FCT response to obtain one of six items or multiple FCT responses that specified the exact item. Only the FCT-multiple conditions reduced problem behavior. (Contains four…