Thesis (Ph. D.)--University of Wisconsin--Madison, 1966. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.Soc.Sc. Psychology)--University of Waikato, 2006. / Includes bibliographical references (leaves 95-101)

Thesis (M.App.Psy.)--University of Waikato, 2006. / Includes bibliographical references (leaves 96-104) Also available via the World Wide Web.

Thesis (Ph.D. Psychology)--University of Waikato, 2007. / Includes bibliographical references (leaves 283-292) Also available via the World Wide Web.

Thesis (M.S.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains viii, 99 p. : ill. Includes abstract. Includes bibliographical references (p. 61-65).

The effects of thinning to intermittent reinforcement with various reward-associated messages were investigated using an alternating treatments design. Three children who displayed high rates of disruptive classroom behavior were encouraged to be on-task using a FI 30" schedule of token reinforcement. Once the children reached a preset criterion of on-task behavior, the tokens were thinned to a leaner FI 5' schedule and different reward-associated messages concerning the reinforcement reduction were simultaneously interspersed. Three conditions were compared and alternated from one session to the next. One condition attributed the reinforcement reduction to increased competence (e.g., "You're doing so well you don't need tokens"); a second attributed reductions to factors extraneous to behavior (e.g. therapist forgetful ness); in the third condition no information was given about the schedule change. In a final extinction phase tokens were completely withdrawn. Results indicated that for two subjects the reward-associated messages affected rates of on-task behavior differentially during both thinning and extinction sessions. Better short-term maintenance was obtained during thinning and extinction phases when the reward messages stressed personal competence rather than extraneous reasons for the reduction in reinforcers. The results are interpreted in terms of reward communication theory. Practical implications are also discussed.