Dissertations / Theses: 'Reinforcement (Psychology) Choice (Psychology) in children'

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Law, Sarah Ann Ellis Janet. "Choices in reinforcer delivery." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9068.

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Law, Sarah Ann. "Choices in Reinforcer Delivery." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9068/.

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The current study consisted of two experiments, both of which were comparisons of choice conditions replicated across four participants. Four typically-developing pre-school children participated in this study. Experiment 1 evaluated participants' preference for choosing consequent stimuli prior to engaging in academic tasks (pre-session choice) versus choosing consequent stimuli each time criterion for reinforcement had been met within the session (within-session choice). In Experiment 2, preference for choice-making was evaluated when outcomes for both choice and no-choice conditions were identical. For two participants, results indicated strong preference for choice-making.

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Mistr, Kathryn N. (Kathryn Noel). "The Evocative and Repertoire-Altering Effects of Contingency-Specifying Stimuli." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc501022/.

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The effects of deadlines in contingency-specifying stimuli among nine 4 to 5 year old children were investigated. Each child was given verbal statements differing in the specified deadline, the delivery of the reinforcer, and the opportunity to respond. The results indicated: (a) statements not specifying deadlines or reinforcers failed to control the children's behavior reliably, (b) specifying deadlines, either immediate or delayed, and immediate reinforcers exerted reliable control over the children's behavior when the opportunity to respond was immediately available, and (c) specifying delayed deadlines or no deadlines and immediate or delayed reinforcers did not reliably control the children's behavior when the opportunity to respond was delayed.

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Van, Norman Renee Koehler. "The effects of functional communication training, choice making, and an adjusting work schedule on problem behavior maintained by negative reinforcement." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124121028.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains vi, xii, 260 p.; also includes graphics. Includes bibliographical references (p. 175-195). Available online via OhioLINK's ETD Center

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Schrimpf, Leigh. "Choice between schedules of reinforcement with and without response-pacing requirements." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10351.

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Thesis (M.S.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains vi, 34 p. : ill. Includes abstract. Includes bibliographical references (p. 33-34).

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Wade, Tammy R. "Differential reinforcement of fixed-interval interresponse times effects on choice /." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2453.

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Thesis (M.A.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains vii, 30 p. : ill. Includes abstract. Includes bibliographical references (p. 30).

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Madden, Gregory J. (Gregory Jude). "Effects of Single VI History on Human Concurrent VI VI Choice." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc500984/.

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Two groups of human subjects pressed buttons on five different variable-interval (VI) reinforcement schedules presented for seven minutes each for 15 sessions. At session 16, the same VI schedules were programmed concurrently in each session either with or without a 5 s changeover delay (COD). The same schedule-correlated stimuli were employed in single and concurrent conditions. Two other groups responded on concurrent VI VI conditions from the first session with or without the COD. Response allocations under concurrent scheduling better approximated relative reinforcement frequencies when the COD was programmed. Subjects with single VI histories failed to match response and time allocations to reinforcement ratios better than subjects given no such history. Bidirectional cumulative records are discussed as a molecular data analysis technique.

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Banna, Kelly Marie Newland M. Christopher. "Drug effects on behavior in transition does context matter? /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/FALL/Psychology/Dissertation/BANNA_KELLY_36.pdf.

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Rodewald, Andrew M. "Choice in a variable environment does every reinforcer count? /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rodewalda/andrewrodewald.pdf.

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Reile, Phyllis A. Barker Lewis. "Effects of D-amphetamine on choice behavior under mixed concurrent schedules." Auburn, Ala., 2007. http://repo.lib.auburn.edu/Send%2002-04-08/REILE_PHYLLIS_48.pdf.

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Boga, Verena. "Choice making to promote physical activity in young children." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/284.

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Physical activity is essential for children and adults to counteract the negative health outcomes related to a sedentary lifestyle. Despite widely publicized recommendation and information about physical activity the problem of excessive physically inactivity prevails in our society. The purpose of this study was to conduct a context functional analysis to identify outdoor activity contexts that engendered higher levels of MVPA and to adopt Dunlap, DePerczel, Clarke, Wilson, Wright, White, and Gomes’ (1994) methodology by utilizing an ABAB reversal design to determine if choice making influences levels of moderate-to-vigorous physical activity (MVPA) in six preschool-aged children. Results of the context functional analysis showed that fixed equipment and open space engendered highest levels of MVPA in most participants. Levels of MVPA in the reversal design indicated that choice did not significantly influence levels of MVPA and that healthy and unhealthy choices varied between and within participants. These results suggest that related to levels of MVPA the type of outdoor activity context chosen is more important than the individual who chooses it.

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Muir, Kristy Lynn. "The Effects of Jackpots on Responding and Choice in Two Domestic Dogs." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28456/.

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The current study investigated the impact of delivering a jackpot on response rate and response allocation in two domestic dogs. For the purpose of this research, a jackpot was defined as a one-time, within-session increase in the magnitude of reinforcement. Two experiments were conducted to investigate the effects of delivering a jackpot in both single-operant and concurrent schedule procedures. Experiment 1 investigated the impact of a one-time, within-session increase in the magnitude of reinforcement on response rate in a single-operant procedure. Results of Experiment 1 showed no clear change in response rate after the delivery of the jackpot. Experiment 2 investigated the impact of a one-time, within-session increase in the magnitude of reinforcement on response allocation in a concurrent schedule procedure. Results of Experiment 2 showed an increase in response allocation to the jackpotted contingency in both subjects. These results suggest that a jackpot, as defined here, has no effect in single-operant procedures while having an effect in concurrent schedule procedures. These effects are similar to those reported in the magnitude of reinforcement literature.

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Da, Silva Stephanie P. "Say-do correspondence effects of reinforcer magnitude, response requirements, and prior experience on choices /." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2882.

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Thesis (Ph. D.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains vii, 98 p. : ill. Includes abstract. Includes bibliographical references (p. 88-98).

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Febbo, Stacy M. "Effects of stimulant drugs on self-control choices in pigeons : determining behavioral mechanisms of drug action /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/febbos/stacyfebbo.pdf.

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O'Daly, Matthew. "Influence of temporal context on value : an exploration of various operant conditioning procedures /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3159872.

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DeWitt, Mary Beth Highmiller. "The effects of reinforcement schedules on the performance of children with mental retardation and attentional problems /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu14878659294582.

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鍾國棟 and Kwok-tung Michael Chung. "The effects of extrinsic reinforcement on extrinsic motivation amongstmildly mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956385.

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Bredthauer, Jennifer Lyn Johnston James M. "The assessment of preference for qualitatively different reinforcers in persons with developmental and learning disabilities a comparison of value using behavioral economic and standard preference assessment procedures /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1809.

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Rogers, Valerie R. "Extinction-induced variability in young children with autism /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1455657.

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Thesis (M.A.)--University of Nevada, Reno, 2008.
"May 2008." Includes bibliographical references (leaves 32-34). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

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Al-Safi, Abdullah Taha. "Social reinforcement and risk-taking factors to enhance creativity in Saudi Arabian school children." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296226.

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Haag, Shannon S. "Effects of response-independent stimulus delivery and functional communication training." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2613.

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Thesis (M.A.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains viii, 38 p. : ill. Includes abstract. Includes bibliographical references (p. 33-37).

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O'Leary, Allison. "Voluntary Task Switching in Children and Adults: Individual Differences in the Facilitative Effect of Choice." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1398866891.

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Baynham, Tanya Yvonne MacDonald Rosales-Ruiz Jesus. "Training a non-match response toward a technology for determining controlling stimulus dimensions for two children with autism /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5200.

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Ongna, Alison M. "Occupational gender role stereotypes and career choice of young children." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007ongnaa.pdf.

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Grechus, Marilyn L. "The comparison of individualized computer game reinforcement versus peer-interactive board game reiniforcement on nutrition label knowledge retention of fifth graders /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841145.

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Patel, Rutvi R. "The Effect of Token Reinforcement on Moderate-to-Vigorous Physical Activity Exhibited by Young Children." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/2983.

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We used a multiple-baseline across participants and combined reversal and multielement design to assess the effects of contingent-token-reinforcement, compared to noncontingent-token-reinforcement, on moderate-to-vigorous physical activity (MVPA) exhibited by four preschool-aged children. Three children engaged in higher levels of MVPA when tokens were delivered contingent on MVPA compared to baseline (no token) and noncontingent-token conditions. Although MVPA was differentiated across contingent-token sessions and corresponding baseline (no token) control probes for three of the four participants, some variability was apparent. The present study demonstrated that the delivery of tokens contingent on MVPA can increase and maintain MVPA exhibited by preschool-aged children, resulting in more MVPA than in baseline conditions and conditions in which tokens are awarded without respect to MVPA.

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Miller, Bryon G. "Behavioral assessment of physical activity preferences of young children." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/293.

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Low levels of physical activity are correlated with negative health outcomes such as heart disease, diabetes, and certain types of cancer. This is concerning given the current rise in obesity and physical inactivity, especially in young children. Developing assessments that can readily identify variables related to unhealthy patterns of activity might be useful in informing interventions that aim to increase physical activity. The current study extended previous research in the functional analysis of physical activity by Hustyi, Normand, and Larson (2012) by evaluating the utility of a choice assessment procedure to identify participant preference to several common outdoor activity contexts, typically available during school recess. Together, the two assessments strategies were able to identify both healthy and less healthy patterns of responding in four preschool-age children. The information obtained from these assessments could be used to inform behavioral interventions that aim to increase physical activity in young children.

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Ingvarsson, Einar Thor. "The Effects of Non-differential Reinforcement and Differential Reinforcement on Problem Behaviors and Accuracy of Responding of Autistic Children." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3135/.

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The effects of non-differential reinforcement and differential reinforcement on problem behaviors and accuracy of responding of autistic children was examined. In experiment 1, one child with autism participated, and in experiment 2, two children with autism participated. In the non-differential reinforcement condition both prompted and unprompted responses were reinforced. In the differential reinforcement condition only unprompted responses were reinforced. Overall, problem behaviors were more frequent in the non-differential reinforcement condition. In experiment 1, accuracy was higher in the differential reinforcement condition, while experiment 2 showed inconclusive results with regards to accuracy. It is concluded that non-differential reinforcement can decrease problem behaviors in teaching situations, but may not be sufficient to ensure acquisition of target tasks.

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Gibson, Stacia. "The effect of choice on off task behavior in a child with autism /." View online, 1998. http://repository.eiu.edu/theses/docs/32211130724733.pdf.

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Cason, Caroline Adelaide. "A Comparison of Brief Versus Extended Paired-Choice Preference Assessment Outcomes." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4975/.

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Few studies have systematically evaluated whether preferences can reliably be identified using brief procedures. Typically, studies have used brief procedures to select potential reinforcers for use in intervention procedures. A total of 17 food and leisure paired-choice preference assessments were administered to 10 subjects in order to evaluate the extent to which the results of a brief (i.e., single-session) assessment correspond with those from more extended procedures (i.e., 5 sessions). Eleven out of the 17 brief and extended assessments identified the same stimulus as the most preferred (highest rank). Outcomes suggest that a brief assessment can be useful when a single, potent reinforcing stimulus is desired, and an extended assessment should be conducted when a larger number of preferred stimuli is desired.

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Nguyen, Linda N. "The Effects of Programmed Reinforcement and Chained Mastery Criteria on Yoga Pose Performance in Two Young Children with Autism." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc848146/.

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Community exercise can offer many benefits for children, including the opportunity to engage in physical activity and interact with peers in a social setting. Children with autism do not engage in as many community activities as their typical peers. This study examines conditions to teach young children to complete yoga poses to mastery. The effects of prompting, programmed reinforcers, and a chaining criteria were evaluated using a comparison design with two baselines and one intervention condition, replicated across two children with autism. Both children mastered performance of all four targeted yoga poses. The findings are discussed in the context of previous research on the benefits of yoga.

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Zerger, Heather M. "A comparative analysis of physical activity interventions for young children." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/297.

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Evidence suggests that physical inactivity is increasingly prevalent among young children. A common recommendation provided to parents suggests that they become actively involved in increasing their child's physical activity. However, this recommendation does not specify how a parent should become involved. Further, the evaluation of parental involvement in children's physical activity has yet to be conducted. The purpose of the current study was to conduct a functional analysis to identify a social, environmental variable that would engender a higher level of physical activity in young children. Once a social consequence was identified, reinforcement provided contingently on higher levels of physical activity and according to a fixed-time schedule was compared in an intervention analysis. The overall results of the study indicated that children were most active when receiving a form of social reinforcement contingent on higher levels of physical activity. These results suggest that parents of young children should become involved in increasing their child's physical activity by providing attention or physical engagement contingent on higher levels of physical activity.

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Chen, Liyu. "The impact of model-lead-test coaching on parents' implementation of reinforcement, prompting, and fading with their children with autism spectrum disorder." Thesis, West Virginia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701954.

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Parents play an essential role in furthering the development of their children with special needs. They are being trained to be co-therapists for their own children. The goal is to improve the ways they interact with their children in order to create improvements in their children's everyday functioning. If the proper teaching strategies are consistently applied, a learner can significantly improve his/her performance of various life skills, including communication, self-care, social skills, along with other skill sets. Because adults' learning processes differ substantially from children's, it will be critical to utilize the "coaching" method that employs a Model-Lead-Test (MLT) approach to effectively train parents of children with autism. The primary purpose of this study is to evaluate the impact of model-lead-test coaching on parents' use of prompting, fading, and reinforcement with their children with Autism Spectrum Disorder (ASD). The secondary purpose is to assess whether there are improvements in the children's talker, participator, and problem solver repertoires associated with their parents' use of these behavior change processes.

Using a multiple baseline across behavior design for each parent-child dyad, data are collected on parents' proper use of reinforcement, prompting, and fading as well as their children's talker, participator, and problem solver repertoire development. Research phases include baseline, parent training I (Oral Lecture), parent training II (Model-Lead-Test), and maintenance.

The resulting data from this study indicate that the Model-Lead-Test approach to parent implementation of core ABA strategies has a greater impact than merely using an Oral Lecture Discussion approach to parent training. To summarize, the data from all three participants showed an increase in the proper implementation of reinforcement, prompting and fading procedures especially through MLT training. The child participants also showed an increase in their talker, participator and problem solver repertoires. And finally, interpretation of the data is presented along with possible future guidelines for research.

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Rorer, Lynette. "An Evaluation of Reinforcement Effects of Preferred Items During Discrete-Trial Instruction." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801884/.

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This study compared the relative reinforcing efficacy of high-preferred and low-preferred stimuli, as determined by two types of preference assessments, on acquisition rates in three children diagnosed with an Autism Spectrum Disorder (ASD). The study also evaluated the indirect effects of preference on students’ stereotypy and problem behavior during instructional periods. Participants were presented with a task and provided high or low-preferred stimuli contingent upon correct responding. Results showed that acquisition occurred more rapidly in the highly preferred condition for some participants. Higher rates of problem behavior occurred in the low preferred condition for all participants. These results highlight the importance of utilizing preference assessment procedures to identify and deliver high-preferred items in skill acquisition procedures for individuals with ASD.

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Burkhart, Jennifer Ellen. "Evaluation of ten second contingent overcorrection and visual screening procedures in combination with DRI for reducing stereotypic responding and increasing adaptive behavior in mentally retarded children." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1236262297.

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Ybarra, Rita. "The Effects of Interspersed Trials and Density of Reinforcement on Accuracy, Looking Away, and Self-Injurious Behavior of a Child with Autism." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2485/.

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This research examines the effects of task interspersal and density of reinforcement on several behaviors of an autistic 6-year-old boy during the performance of a visual matching task and two auditory matching tasks. Experiment 1 investigated the effects of interspersing high and low accuracy tasks on correct matching responses, positions of matching responses, looking away, and self-injurious behavior (SIB). The effects of interspersed trials were evaluated using an ABAB multiple treatments design. Results indicated that interspersed trials produced slightly more correct responses during the visual matching task; however, correct responses decreased during the other two tasks. The use of interspersed trials also decreased looking away from the stimuli and SIB. Experiment 2 evaluated the effects of reinforcement density apart from task interspersal. Two conditions, reinforce-corrects-only and reinforce-all-responses, were compared in Experiment 2. Correct responses increased slightly for all three tasks during the reinforce-all-responses condition. Looking away and SIB were very infrequent throughout Experiment 2.

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Renner, Tracey Kimberly. "A theory of cross-pressures and reinforcement : the impact of presidential evaluations and party identification on voter turnout and choice in congressional elections /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Koelker, Rachel Lee Ellis Janet. "Comparing a discriminative stimulus procedure to a pairing procedure conditioning neutral social stimuli to function as conditioned reinforcers /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12143.

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Seymour, Kail H. "The Effects of Reinforcing Operant Variability on Task Acquisition." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3273/.

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Neuringer, Deiss, and Olson (2000) was replicated and extended to determine the effect of variability contingencies on task acquisition for twelve 7-9 year old children. Subjects first learned to press a computer's shift keys with increasing response variation. Each subject was then exposed to one of three experimental conditions during which they received a point for target responses. Variability condition subjects received additional points on a variable interval schedule for nontarget responses occurring less than 3% of the time. The any condition subjects received additional points on a variable interval schedule for any nontarget response. Control subjects received points only for target responses. All variability condition and two control subjects learned the target response. All any condition subjects and two control subjects did not.

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Ellsworth, Carrie L. "Effects of different levels of medication on stimulus preference and responding in children diagnosed with ADHD /." abstract and full text PDF (free order & download UNR users only), 2005. http://0-wwwlib.umi.com.innopac.library.unr.edu/dissertations/fullcit/1433114.

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Thesis (M.A.)--University of Nevada, Reno, 2005.
"August, 2005." Includes bibliographical references (leaves 28-29). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

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Dahan, Jessica. "Individual Child Cognitive Behavioral Treatment versus Child-Parent Cognitive Behavioral Treatments for Anxiety Disorders in Children and Adolescents: Comparative Outcomes." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/963.

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Anxiety disorders; such as separation anxiety disorder, generalized anxiety disorder, social phobia and specific phobia, are widespread in children and adolescents. Cognitive behavioral therapy (CBT) has been shown to be effective in reducing excessive fears and anxieties in children and adolescents. Research has produced equivocal findings that involving parents in treatment of child anxiety enhances effects over individual CBT (ICBT). The present dissertation study examined whether parental involvement can enhance individual treatment effect if the parent conditions are streamlined by targeting specific parental variables. The first parent condition, Parent Reinforcement Skills Training (RFST), involved increasing mothers’ use of positive reinforcement and decreasing use of negative reinforcement. The second parent condition, Parent Relationship Skill Training (RLST), involved increasing maternal child acceptance and decreasing maternal control (or increasing autonomy granting). Results of the present dissertation findings support the use of all three treatment conditions (ICBT, RLST, RFST) for child anxiety; that is, significant reductions in anxiety were found in each of the three treatment conditions. No significant differences were found between treatment conditions with respect to diagnostic recovery rate, clinician rating, and parent rating of child anxiety. Significant differences between conditions were found on child self rating of anxiety, with some evidence to support the superiority of RLST and RFST to ICBT. These findings support the efficacy of individual, as well as parent involved CBT, and provide mixed evidence with respect to the superiority of parent involved CBT over ICBT. The conceptual, empirical, and clinical implications of the findings are discussed.

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Mayo, Albert Elton. "Children's Perceived Contingency of Teacher Reinforcements Measured with a Specific Scale, Helplessness and Academic Performance." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277831/.

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A specifically oriented instrument was used to partially replicate a study by Dietz (1988) in an effort to compare the utility of the phi coefficient and Rescorla index measures of perceived contingency of reinforcement in children and examine the relationship of these measures to locus of control, teacher ratings of helplessness and academic performance.

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Litvin, Melanie A. "Comparing Response Frequency and Response Effort in Reinforcer Assessments with Children with Autism." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849638/.

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Reinforcer assessments have largely relied on the use of progressive ratio (PR) schedules to identify stimuli that function as reinforcers. PR schedules evaluate the reinforcing efficacy of a stimulus by measuring the number of responses produced in order to access a stimulus as the number of required responses increases. The current evaluation extends the literature on reinforcer assessments by measuring responding under a progressive force (PF) schedule, in addition to progressive ratio requirements. We compared responding under PR and PF schedules with two children with autism using a multielement design embedded within a reversal experimental design. Results were mixed and implications for further development of reinforcer assessment methods (particularly PF schedules) are discussed.

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Wiist, Catherine E. C. "The Effects of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157625/.

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The differential outcomes effect (DOE) refers to an observed increase in rates of acquisition of simple or conditional relations when the contingencies of reinforcement arrange for reinforcers to be uniquely correlated with a particular stimulus or response relative to conditions where the reinforcers are not uniquely correlated with either stimulus or response. This effect has been robustly documented in the literature with nonhuman subjects. This study asked whether the DOE would be observed with children with autism spectrum disorder (ASD) learning audio-visual conditional relations. Two participants learned two sets of 3 audio-visual conditional relations. For one set, the training conditions arranged for each of the three conditional relations to be uniquely correlated with a particular reinforcing stimulus (the DO condition). For the second set, the training conditions arranged for the same reinforcer to be used for all three audio-visual conditional relations (the NDO condition). Early results show that audio-visual conditional relations were acquired faster under the DO condition relative to the NDO outcomes condition (accuracy in DO condition was 30.8% higher on average than in NDO condition). These data suggest that differential outcomes should be more thoroughly investigated with children with diagnoses of ASD.

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Vorpahl, Cresse Merchant. "Use of Fading Procedures and Positive Reinforcement to Increase Consumption of Non-Preferred Food in a Child with Autism." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4446/.

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Traditionally children with developmental disabilities who develop feeding issues can be at great risk for malnutrition. Failure to eat adequate amounts of food and/or insistence on eating a limited range of foods can be detrimental to a child's health and can lead to other behavioral difficulties. Feeding problems are difficult to treat because high levels of physical prompting can quickly create an aversion to eating as well as cause stress for both parents and children. Behavioral problems that range from moderate to extremely maladaptive can ensue. The question the present study addressed was whether or not a treatment package including only positive reinforcement and fading for a non-preferred food would result in independent eating of the targeted non-preferred food.

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Motiejunas, Kristina M. "The Effects of the Density of Reinforcement on the Maladaptive Behaviors of a Child With Autism." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2707/.

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The present study consists of two experiments that analyze the effects of high and low densities of reinforcemnt on the maladaptive behaviors of a 9 year old girl with autism. The first experiment investigates the isolated effects of density of reinforcement on the frequency of maladaptive behaviors during a motor imitation teaching task. High densities of reinforcement produced fewer occurrences of maladaptive behavior than low densities of reinforcement. Experiment 2 analyzes the effects of density of reinforcement during the same teaching tasks as in experiment 1 on maladaptive behavior, task accuracy, prompt resistance, and language. Maladaptive behavior did not recur during experiment 2. High density of reinforcement conditions during the second experiment showed a positive effect on the accuracy of responding and compliance with prompts.

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47

Wheat, Leigh Ann Stiles. "Maintaining behavior in a child with autism using a previously neutral stimulus, a remote control tactile stimulus, as the consequence." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2550/.

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Few studies have investigated methods for establishing neutral stimuli as conditioned reinforcers in human subjects. Conditioned reinforcers, however, can alleviate some of the problems encountered in applied behavior analytic (ABA) therapy for children with autism, such as satiation and suitability of reinforcers for specific environments. A series of reversals evaluated the effects of a conditioning procedure involving pairing a neutral stimulus, the remote control stimulus (RCT), with an identified reinforcer. Phase 1 demonstrated that the RCT was neutral. In Phase 2, alternating pairing and testing conditions were run. During testing the effects of pairing were evaluated by the effectiveness of the RCT in maintaining a response in the absence of a previously available reinforcer (extinction test) and in increasing a new response over a baseline level (learning test). Results from the extinction test suggest that under some pairing conditions the RCT can acquire properties of a reinforcer.

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48

Koehler, Nicole. "The effects of retrospectively examined early psychosocial stress on mate choice and sexual behaviour : a life history theory perspective." University of Western Australia. School of Anatomy and Human Biology, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0217.

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[Truncated abstract] Early psychosocial stress is conjectured to place individuals on a developmental trajectory leading to earlier pubertal maturation, earlier initiation of sexual activity and earlier reproduction than those with less early psychosocial stress. This may have an adaptive function to minimise the chances of lineage extinction, which is more likely in environments of high risk and uncertainty. Previous studies have examined the relationship between early psychosocial stress and life history stages (e.g., age at puberty, age at first sex and age at first birth). However, these studies are limited in that they either examined only a few early psychosocial stressors, examined psychosocial stress relatively late in individuals' lives and/or were restricted to women. Thus, the first aim of the present thesis was to examine these findings in both genders using a measure of early psychosocial stress comprised of 24 categories of retrospectively assessed stressors (e.g., sexual abuse, physical abuse, parental divorce, rated quality of family life) during the first 7 years of life. It was hypothesised that individuals with high, as opposed to low, levels of early psychosocial stress would pass through life history stages earlier. The second aim was to examine how early psychosocial stress affects characteristics associated with life history traits, such as individuals? length, number and type of heterosexual relationships, number of sex partners, adult attachment styles, number of pregnancy terminations, and attitudes and behaviours towards contraceptive use. High levels of early psychosocial stress were predicted to be associated with characteristics reflecting a quantitative, as opposed to a qualitative, reproductive approach (e.g., more sex partners, more short-term relationships, insecure attachment styles). The third aim was to examine how early psychosocial stress is related to mate choice because numerous studies have identified what traits individuals' desire in a mate but not whether early psychosocial stress affects these choices. ... Early psychosocial stress generally had no effects on age at first sex, age at first birth, the number of pregnancy terminations, and mate choices. On the other hand, individuals with high, as opposed to low, levels of early psychosocial stress were more likely to be insecurely attached, had more short-term sexual relationships (men only), had more extra-pair copulations, were more likely to be divorced/separated, had a greater lifetime number of sex partners (men only), and had lower self-rated frequencies of contraception use. Overall, some of these findings are consistent with life history theory, which suggests that individuals with high levels of early psychosocial stress (i.e., those living in environments of high risk and uncertainty) should reach biological maturation earlier, engage in behaviours that facilitate earlier and more frequent reproduction to minimise the chances of lineage extinction. Implications for public health, limitations of the present study and future directions are also discussed.

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Lowery, Wesley J. "The Evaluation of Task Preference on Reinforcer Efficacy." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700091/.

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Stimulus preference assessments have determined high and low preferred items that increase the rate of frequency of responding for various skills. Within applied settings, high preferred items may not attain the same reinforcing value across tasks which might decrease responding. The preference of the task might have an effect on reinforcer efficacy that is being presented. The purpose of the current study is to evaluate changes in reinforcer efficacy as a function of preference for the task. Three children diagnosed with ASD participated in the study. HP/LP items and HP/LP tasks were identified through paired-choice assessments, and each item was presented as a consequence for each task in a counterbalanced multi-element format. Results indicated that preference for the task had little effect of the rate of responding across items.

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Jenkins, Juliet. "The Effects of Two Types of Consequence Delivery on Task Acquisition." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4868/.

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The effects of two consequence delivery methods on task acquisition were evaluated within a multi-element design. A typical 3 year-old child and a 4 year-old child with autism participated in this study. The task for both children was to select a picture after the experimenter said its name. The consequence in one condition consisted of the experimenter handing the edible item to the children. The consequence in the other condition consisted of the children retrieving the edible item directly from the apparatus, located in a crevice underneath each picture. Results show slightly quicker acquisition in the condition where children retrieved the edible consequence. However, it is possible that other variables had greater influence on the task acquisition.

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Dissertations / Theses on the topic 'Reinforcement (Psychology) Choice (Psychology) in children'

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