Reinforcement of visual attending in classrooms for deaf children

The efficacy of immediate tangible reinforcement in increasing appropriate visual attending for entire classes of deaf children was examined. The subjects were three classes (seven children each) in a residential school for the deaf. Boxes were installed on each child's desk, with lights that were flashed immediately contingent upon 10 sec of visual attending. Light flashes were backed up by M & M's, cereal bits, or tokens. In two of the classes, extinction sessions were also scheduled. For all classes, the reinforcement procedure increased visual attending by 50% or more, maintaining it at rates above 82%. Withdrawal of tangibles decreased attending back to baseline levels. The results support analysis of attending as operant behavior and demonstrate the applicability of reinforcement procedures in modifying these behaviors for young deaf children in a classroom setting.     

Development of social responses in two severely retarded children

The effect of reinforcement dependent on the social responses of two severely retarded withdrawn children was investigated. During 30 training sessions (30 min each) food and praise were administered dependent upon the children's mutual participation in a ball-rolling and block-passing task. Both children showed a progressive increase in social interaction in a non-training situation during this reinforcement period. After the reinforcement procedures were removed, social behavior decreased markedly. Response generalization to children not involved in training occurred.     

Reinforcing self-help group activities of welfare recipients

The attendance rates of welfare recipients at self-help group meetings was compared when supplementary reinforcement was given for attending and when it was not. Reinforcers included donated items, such as clothing and household goods, and information about welfare services. It was found that the attendance at meetings averaged three recipients per meeting without reinforcement and 15 recipients per meeting with reinforcement. There was evidence that attendance was associated with participation in other self-help activities. It was concluded that practical forms of reinforcement can be found to maintain the participation of severely disadvantaged populations in self-help groups.     

Intra- and interindividual relationships between elation-depression and desire for excitement

This study examined the relationship between elation-depression and desire for excitement on both intra- and interindividual levels. It was hypothesized that there would be a positive linear relationship between elation and desire for tranquillity These intraindividual hypotheses received strong support. This support would suggest that radical incongruities between activity demands and mood preparedness are often painful and would imply that in order for mood alteration to be successful it must take place gradually It was also hypothesized that characteristic level of elation-depression would be positively related to mean ratings of desire for excitement, positively related to score on a desire for excitement test, and negatively related to mean ratings of desire for tranquillity These interindividual hypotheses were not supported. Although it is probably most reasonable to accept the lack of correspondence between intra- and interindividual results, the operation of social comparison effects and social desirability bias may have obscured the predicted interindividual relationships