A Comparison of Two Pairing Procedures to Establish Praise as a Reinforcer

Dozier, Claudia L.; Iwata, Brian A.; Thomason‐Sassi, Jessica L.; Worsdell, April S.; Wilson, David M.

doi:10.1901/jaba.2012.45-721

Cited by 80 publications

(111 citation statements)

References 38 publications

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“…In recent years, researchers have evaluated various procedures for altering preferences for and the reinforcement value of social stimuli, such as the pairing of neutral stimuli with established reinforcers (Dozier, Iwata, Thomason-Sassi, Worsdell, & Wilson, 2012), discrimination training (Holth, Vandbakk, Finstad, Grønnerud, & Akselsen Sørensen, 2009), and observation of peers (Greer, Singer-Dudek, Longano, & Zrinzo, 2008). In Greer et al's (2008) study, praise was established as a reinforcer for four children between the ages of 3 and 7 years, one of whom had been diagnosed with ASD.…”

mentioning

confidence: 99%

Changing preference from tangible to social activities through an observation procedure

Leaf

Oppenheim‐Leaf

Townley-Cochran

et al. 2015

J of App Behav Analysis

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Individuals with autism spectrum disorder (ASD) have qualitative impairments in social interaction and often prefer food or tangible reinforcement to social reinforcement. Thus, therapists who work with children with ASD often use food or tangible items as reinforcers to increase appropriate behaviors or decrease problem behaviors. The goal of the present study was to shift children's preferences from a highly preferred tangible item to an initially nonpreferred social reinforcer using an observational conditioning procedure. Participants observed a known peer engage in a simple task and select the social reinforcer that was not preferred by the participant. This procedure resulted in a shift of preference toward the social reinforcer by all participants. Maintenance data showed that although the preference change did not maintain for 1 of the participants, it was quickly reestablished with additional observational trials. Results provide further support for the use of observational procedures to alter preferences.

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mentioning

confidence: 99%

Changing preference from tangible to social activities through an observation procedure

Leaf

Oppenheim‐Leaf

Townley-Cochran

et al. 2015

J of App Behav Analysis

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“…We used a recorded verbal statement as the stimulus paired with an edible primary reinforcer in this experiment. Previous studies have established verbal statements as reinforcers (i.e., praise statements) by pairing them and known reinforcers for children with various diagnoses (e.g., Axe & Laprime, 2017;Miller & Drennen, 1970; see also Dozier, Iwata, Thomason-Sassi, Worsdell, & Wilson, 2012). Finally, we arranged a recorded verbal statement, rather than the experimenter vocally delivering verbal praise statements, to maintain consistency of presentation within and across sessions and phases.…”

Section: Methodsmentioning

confidence: 99%

“…In the Praise condition, the recorded verbal statement was delivered according to a fixed-ratio (FR) 1. In the Edible condition, the two highest ranked edibles in the preference assessment were delivered in a random order according to a FR 1 schedule (see Dozier et al, 2012). Before each reinforcer assessment, the experimenter would guide the participant with a full-physical prompt to touch the purple rectangle with their hand.…”

Section: Methodsmentioning

confidence: 99%

Examining stimuli paired with alternative reinforcement to mitigate resurgence in children diagnosed with autism spectrum disorder and pigeons

Shvarts

Jimenez‐Gomez

Bai

et al. 2019

J Exper Analysis Behavior

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In two laboratory experiments, we examined whether stimuli paired with alternative reinforcers could mitigate resurgence of a previously reinforced target response with pigeons (Experiment 1) and children diagnosed with Autism Spectrum Disorder (Experiment 2). In Phase 1, we arranged food reinforcement according to a variable-ratio schedule for engaging in a target response. In Phase 2, we arranged extinction for target responding and differentially reinforced alternative responding according to a fixed-ratio schedule, with every alternative-reinforcer delivery paired with a change in keylight color (Experiment 1) or automated verbal (praise) statement (Experiment 2). In Phase 3, we assessed resurgence during extinction of target and alternative responding in the presence versus absence of continued presentation of the paired stimulus. Despite variation across sessions, resurgence on average was lower when continuing to present the paired stimuli in all pigeons and children while maintenance of alternative responding did not differ between assessments. These findings indicate that stimuli paired with alternative reinforcement can modestly decrease resurgence, but further examination of their efficacy and a better understanding of the underlying processes are necessary before they can be recommended for clinical use in reducing resurgence of clinically relevant problem behavior.

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“…Although teachers and caregivers often provide praise following appropriate behavior, there is limited research on the isolated effects of praise because it is typically implemented as one component of a more complex treatment (e.g., Falcomata et al, 2008;Fisher, Pawich, Dickes, Paden, & Toussaint, 2014;Luczynski & Hanley, 2010). However, some authors have demonstrated that praise alone was effective for increasing behaviors such as studying (Hall, Lund, & Jackson, 1968), math performance (McLaughlin, 1982), and simple operant tasks (Dozier, Iwata, Thomason-Sassi, Worsdell, & Wilson, 2012).…”

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confidence: 99%

Effects of neutral and enthusiastic praise on the rate of discrimination acquisition

Weyman

2018

J of App Behav Analysis

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Previous research has shown that praise is an effective reinforcer; however, few researchers have evaluated whether qualitative differences in praise affect responding. The purpose of the current study was to compare the effects of neutral, enthusiastic, and no praise on the rate of matching-to-sample acquisition during discrete-trial training with adults diagnosed with autism and an intellectual disability. In addition, we evaluated preference for neutral, enthusiastic, and no praise. All three participants acquired responses slightly faster during the enthusiastic praise condition. Preference assessment results showed that one participant preferred enthusiastic praise, whereas the two other participants showed indiscriminate selections.

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A Comparison of Two Pairing Procedures to Establish Praise as a Reinforcer

Cited by 80 publications

References 38 publications

Changing preference from tangible to social activities through an observation procedure

Changing preference from tangible to social activities through an observation procedure

Examining stimuli paired with alternative reinforcement to mitigate resurgence in children diagnosed with autism spectrum disorder and pigeons

Effects of neutral and enthusiastic praise on the rate of discrimination acquisition

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