Many children are exposed to excessively technology. Such use of technology may lead to health issues including obesity, attention deficits, and sleep disorders. Research has shown that parameters of reinforcement, such as quality and delay, may influence how children allocate their preferences. One way to drive preference away from high-tech toys may be to arrange delays to reinforcement following such selections and immediate reinforcement for an alternative response. In Experiment 1, four subjects who preferred high-tech leisure items over low-tech leisure items were identified through the pair-stimulus preference assessments. The results of Experiment 2 indicated that all subjects were sensitive to delay to reinforcement. When delays were implemented following selection of high-tech items, preference shifted from high-tech to low-tech leisure items at different delays.

To teach operant behaviors to individuals with severe disabilities, stimulus preference assessment (SPA) methods have been developed to accurately identify stimuli that may function as reinforcers. Previous researchers have used multiple-stimulus preference assessments without replacement (MSWO) effectively over a short time period to teach target behaviors to individuals with disabilities. The present study investigated the long-term effects of incorporating brief MSWO preference assessments into the instructional routine for students with severe disabilities on individualized education plan reading goal/objective progress. This was done by investigating the effectiveness of incorporating brief MSWO preference assessments by comparing reading goal progress when a random reinforcer is available, teacher- selected reinforcer is available, or a student-selected reinforcer (via a brief MSWO preference assessment) is available over several weeks for students with severe disabilities in a secondary public school classroom setting.

No description available.

An across-subjects, post-test only design was used in two experiments to assess the impact of interspersing additional math problems (i.e., briefer problems and/or longer problems) among target math problems on students’ persistence when completing computer-delivered math multiplication problems. In Experiment 1, high school students who worked only target problems completed 32% more target problems and worked 22% longer than those who had briefer problems interspersed. Problem completion rates were significantly higher for those who had briefer problems interspersed. These results suggest that altering assignments by interspersing additional, briefer discrete tasks does not always enhance, and in some instances may hinder academic responding. Stimulus preference and within-trial contrast effects provided possible explanations for these results and indicated that interspersing longer problems could, perhaps, cause students to increase persistence. Experiment 2 was designed to replicate Experiment 1 and extend this line of research by investigating the stimulus preference and within-trial contrast hypothesizes. To increase the number of participants and allow for the evaluation of three conditions, college students served as participants for Experiment 2. In Experiment 2, no significant differences among groups (i.e., control group with only target problems, experimental group with brief problems interspersed, and experimental group with long problems interspersed) were found in the amount of time before college students quit working or in their problem completion accuracy levels. Interspersal of the long problems significantly reduced the number of target problems completed. The results failed to support stimulus preference or within-trial contrast theories. Discussion focuses on theoretical and applied implications related to the additive interspersal procedure, the discrete task completion hypothesis, and the delay reduction hypothesis. Applied implications suggest that educators avoid interspersing longer discrete tasks and exercise caution when interspersing brief tasks.

No description available.