A FURTHER ANALYSIS OF THE VALUE OF CHOICE: CONTROLLING FOR ILLUSORY DISCRIMINATIVE STIMULI AND EVALUATING THE EFFECTS OF LESS PREFERRED ITEMS

We sought to address limitations of prior research that has isolated choice as an independent variable. Children's preferences for the opportunity to choose were evaluated in a concurrent‐chains arrangement in which identical consequences were available in choice and no‐choice conditions. Results demonstrated that preference for choice, in and of itself, was (a) evident in children, (b) not controlled by illusory discriminative stimuli such as the amount from which to choose, and (c) generally unaffected by less preferred and potentially unimportant consequences.     

AN EVALUATION OF THE RELATIVE EFFICACY OF AND CHILDREN'S PREFERENCES FOR TEACHING STRATEGIES THAT DIFFER IN AMOUNT OF TEACHER DIRECTEDNESS

The manner in which teachers mediate children's learning varies across early childhood classrooms. In this study, we used a multielement design to evaluate the efficacy of three commonly implemented strategies that varied in teacher directedness for teaching color‐ and object‐name relations. Strategy 1 consisted of brief exposure to the target relations followed by an exclusively child‐led play period in which correct responses were praised. Strategy 2 was similar except that teachers prompted the children to vocalize relations and corrected errors via model prompts. Strategy 3 incorporated the same procedures as Strategy 2 except that a brief period of teacher‐initiated trials was arranged; these trials involved the use of prompt delay between questions and prompts, and correct responses resulted in tokens and back‐up activity reinforcers. Children's preferences for the different teaching strategies were also directly assessed. Strategy 3 was most effective in promoting the acquisition and generalization of the color‐ and object‐name relations and was also most preferred by the majority of children, Strategy 1 was the least effective, and Strategy 2 was typically the least preferred. Implications for the design of early educational environments based on evidence‐based values are discussed.     

Use of treatment analysis following ambiguous functional analysis results

The present study used a treatment analysis following ambiguous functional analysis results to evaluate potential treatments to reduce the SIB of a 32‐year‐old male with profound mental retardation. In addition, effective treatments were determined for increasing compliance with increasingly more complex self‐care tasks. The results indicated that a positive reinforcement procedure with extinction was useful toward reducing SIB and increasing compliance during three increasingly more complex tasks. The usefulness of treatment analysis procedures following ambiguous functional analysis results are discussed. Copyright © 2009 John Wiley & Sons, Ltd.