The immediate and subsequent effects of different durations of response restriction were evaluated in a multiple schedule design. Response restriction components of 15, 30, and 60 minutes were conducted between 15 minute alone components. Levels of responding subsequent to the termination of response restriction procedures were compared to free operant levels prior to the implementation of response restriction. Responding during response restriction components reduced to near zero levels. Subsequent levels of responding were similar to or exceeded free operant baseline levels. Results are discussed in terms of potential operant mechanisms responsible for levels of responding subsequent to response restriction.

This study examined the effects of response restriction (blocking and protective equipment) on subsequent durations of self-injury with two female participants with developmental disabilities. First, a functional analysis was conducted with each participant to identify potential maintaining variables of the self-injury. Second, access to the response was systematically restricted in a multiple schedule restriction paradigm. A baseline extended alone was conducted without the restriction component in place as a control condition. For one participant the results suggested that response restriction may have increased subsequent durations of responding once the restriction element was removed. For a second participant responding did not appear to be affected by the restriction component.

Da Hora (2009) mostrou que, durante o treino com o procedimento go/no-go com estímulos compostos, participantes com autismo apresentam o padrão de responder diante de todos os estímulos compostos apresentados, o que dificulta o estabelecimento de relações condicionais. Foram realizados dois experimentos com o objetivo de verificar se o procedimento de restrição de resposta, quando empregado durante o procedimento go/no-go com estímulos compostos, poderia evitar o padrão de responder diante de todos os compostos e favorecer a formação de classes de equivalência em seis crianças com autismo. No Experimento 1, quatro crianças foram submetidas ao treino de relações AB e BC, e ao teste das relações BA, CB, AC e CA com o procedimento go/no-go com estímulos compostos. O procedimento de restrição de resposta foi utilizado durante as fases de pré-treino e treino diante da apresentação de compostos não relacionados e foi retirado gradualmente. Os resultados demonstraram que, para todos participantes, a restrição de resposta foi efetiva em evitar o estabelecimento do padrão de responder diante de todos os compostos e as relações condicionais foram estabelecidas. Todos os participantes apresentaram as relações simétricas BA e CB. Entretanto, somente um participante demonstrou a emergência das relações transitivas AC e CA. No Experimento 2, foi conduzido um pré-teste para verificar se duas crianças apresentariam o padrão de responder diante de todos os compostos antes da introdução do procedimento de restrição de resposta. Os resultados indicaram que o padrão de responder em todos os compostos foi identificado no pré-teste e não foi apresentado quando o procedimento de restrição de resposta foi introduzido e as relações condicionais foram estabelecidas. Os dois participantes também apresentaram as relações simétricas, mas não as relações de equivalência. Isso indica que o procedimento de restrição de resposta é efetivo para se estabelecer relações condicionais durante o treino com o procedimento go/no-go com estímulos compostos em crianças com diagnostico de autismo / Da Hora (2009) showed that, during training using the go/no-go procedure with compound stimuli, autistic children exhibited a pattern of responding in front of all presented compound stimuli, raising difficulties to establish conditional relations. Two experiments were performed in order to evaluate if a response restriction procedure could prevent this pattern of responding and enhance the probability of equivalence class formation in six autistic children. In Experiment 1, four children were exposed to the training of the AB and BC relations, and to the test of the BA, CB, AC and CA relations using the go/no-go procedure with compound stimuli. Response restriction was used during pre-training and during training when notrelated compound stimuli were presented and it was gradually withdrawn. Results show that, all participants acquired the conditional relations trained. All participants exhibited the symmetric relations BA and CB. However, only one participant exhibited the transitive and equivalence relations (AC and CA). In Experiment 2, a pretest was conducted to evaluate if two children would respond in the presence of all compound stimuli with the go/no-go procedure before introducing the response restriction procedure. Results show that participants responded to all compound stimuli presented during pretest and that this pattern disappeared when response restriction was introduced. All trained relations were successfully established. The two participants also showed symmetric relations, but didn\'t show equivalence relations. This indicates that response restriction is effective to establish conditional relations during training with the go/no-go procedure with compound stimuli in autistic children

Da Hora (2009) mostrou que, durante o treino com o procedimento go/no-go com estímulos compostos, participantes com autismo apresentam o padrão de responder diante de todos os estímulos compostos apresentados, o que dificulta o estabelecimento de relações condicionais. Foram realizados dois experimentos com o objetivo de verificar se o procedimento de restrição de resposta, quando empregado durante o procedimento go/no-go com estímulos compostos, poderia evitar o padrão de responder diante de todos os compostos e favorecer a formação de classes de equivalência em seis crianças com autismo. No Experimento 1, quatro crianças foram submetidas ao treino de relações AB e BC, e ao teste das relações BA, CB, AC e CA com o procedimento go/no-go com estímulos compostos. O procedimento de restrição de resposta foi utilizado durante as fases de pré-treino e treino diante da apresentação de compostos não relacionados e foi retirado gradualmente. Os resultados demonstraram que, para todos participantes, a restrição de resposta foi efetiva em evitar o estabelecimento do padrão de responder diante de todos os compostos e as relações condicionais foram estabelecidas. Todos os participantes apresentaram as relações simétricas BA e CB. Entretanto, somente um participante demonstrou a emergência das relações transitivas AC e CA. No Experimento 2, foi conduzido um pré-teste para verificar se duas crianças apresentariam o padrão de responder diante de todos os compostos antes da introdução do procedimento de restrição de resposta. Os resultados indicaram que o padrão de responder em todos os compostos foi identificado no pré-teste e não foi apresentado quando o procedimento de restrição de resposta foi introduzido e as relações condicionais foram estabelecidas. Os dois participantes também apresentaram as relações simétricas, mas não as relações de equivalência. Isso indica que o procedimento de restrição de resposta é efetivo para se estabelecer relações condicionais durante o treino com o procedimento go/no-go com estímulos compostos em crianças com diagnostico de autismo / Da Hora (2009) showed that, during training using the go/no-go procedure with compound stimuli, autistic children exhibited a pattern of responding in front of all presented compound stimuli, raising difficulties to establish conditional relations. Two experiments were performed in order to evaluate if a response restriction procedure could prevent this pattern of responding and enhance the probability of equivalence class formation in six autistic children. In Experiment 1, four children were exposed to the training of the AB and BC relations, and to the test of the BA, CB, AC and CA relations using the go/no-go procedure with compound stimuli. Response restriction was used during pre-training and during training when notrelated compound stimuli were presented and it was gradually withdrawn. Results show that, all participants acquired the conditional relations trained. All participants exhibited the symmetric relations BA and CB. However, only one participant exhibited the transitive and equivalence relations (AC and CA). In Experiment 2, a pretest was conducted to evaluate if two children would respond in the presence of all compound stimuli with the go/no-go procedure before introducing the response restriction procedure. Results show that participants responded to all compound stimuli presented during pretest and that this pattern disappeared when response restriction was introduced. All trained relations were successfully established. The two participants also showed symmetric relations, but didn\'t show equivalence relations. This indicates that response restriction is effective to establish conditional relations during training with the go/no-go procedure with compound stimuli in autistic children

The purpose of this study was to evaluate the effects of a training package consisting of response restriction and the reinforcement of self-evaluation on letter reversal errors. Participants were 3 typically developing boys between the age of 5 and 7. The results indicated that the training package was successful in correcting reversals in the absence of a model during training and on application tests. These improvements maintained during subsequent follow-up sessions and generalized across trainers. Fading was not always necessary in correcting reversals, but was effective in correcting reversals that persisted during the overlay training procedures. The advantages to implementing a systematic intervention for reducing letter reversal errors in the classroom, as well as directions for future research, are discussed.