2000
DOI: 10.1901/jaba.2000.33-233
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A Procedure to Teach Self‐control to Children With Attention Deficit Hyperactivity Disorder

Abstract: This study examined the use of a progressive delay procedure combined with verbal mediation to teach self-control to children with attention deficit disorder. Results showed that when participants were initially given the choice between an immediate smaller reinforcer and a larger delayed reinforcer, all participants chose the smaller reinforcer. When slight delays to obtain a larger reinforcer were instated in conjunction with intervening verbal activity, all participants demonstrated self-control regardless … Show more

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Cited by 64 publications
(54 citation statements)
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References 4 publications
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“…Potential future studies in this area could incorporate more age ranges (e.g., young adolescents), longer delays, or different LLRs. The present data add to the self-control/impulsivity literature (e.g., Binder, Dixon, & Ghezzi, 2000) by indicating that the amount of temporal discounting varies systematically as a function of development. Furthermore, a hyperbola-like function described the behavior of age groups, indicating that developmental differences in temporal discounting are primarily quantitative, rather than qualitative, in nature.…”
Section: Discussionsupporting
confidence: 79%
“…Potential future studies in this area could incorporate more age ranges (e.g., young adolescents), longer delays, or different LLRs. The present data add to the self-control/impulsivity literature (e.g., Binder, Dixon, & Ghezzi, 2000) by indicating that the amount of temporal discounting varies systematically as a function of development. Furthermore, a hyperbola-like function described the behavior of age groups, indicating that developmental differences in temporal discounting are primarily quantitative, rather than qualitative, in nature.…”
Section: Discussionsupporting
confidence: 79%
“…The answers to these questions await further research. Regardless of the direction of causality, the discounting of delayed consequences may malleable: impulsivity (i.e., choice of a smaller, more immediate reinforcer over a larger, more delayed reinforcer; Ainslie, 1974) has been reduced through behavioral training in several populations, including adults with developmental disabilities (Dixon et al, 1998), children (Binder, Dixon, & Ghezzi, 2000;Schweitzer & Sulzer-Azaroff, 1988) and non-humans (Mazur & Logue, 1978). As an intriguing possibility, behavioral training to mitigate the effect of delay on reinforcer value could plausibly produce beneficial reductions in substance abuse and other risky behaviors (see also Vuchinich & Simpson, 1998).…”
Section: Discussionmentioning
confidence: 99%
“…Considerando-se estudos que manipularam diferentes variáveis, como Fading do atraso do reforço (Binder et al, 2000;Canavarros, 2009;Dixon & Tibbetts, 2009;Gokey et al, 2013;Mazur & Logue, 1978;Passage, Tincani, & Hantula, 2012;Schweitzer & Sulzer-Azaroff, 1988); reforços qualitativamente diferentes (Passage et al, 2012), atividades alternativas (Baquero, 2005;Gebrin, 2009;Menezes, 2007), marcador temporal no período de atraso (Grey et a., 2009;Vollmer et al, 1999), instruções sobre como responder em condições de espera (Luczynski & Hanley, 2013), verifica-se que, dependendo do procedimento utilizado, crianças com diferentes idades e com desenvolvimento típico e atípico passam a apresentar respostas de autocontrole. Estes dados estão de acordo com a perspectiva skinneriana de que as variáveis que controlam o comportamento estão fora do organismo, na sua história ambiental e em seu ambiente mais imediato, as quais devem ser conhecidas o máximo possível para que se possa controla-las e prever os comportamentos (Skinner, 2007(Skinner, /1979.…”
Section: Discussionunclassified