There is some discrepancy on how differential reinforcement of other behavior (DRO) and response cost (RC) affect responding within the context of token economies. We evaluated DRO and two variations of response cost with and without verbal feedback to decrease response errors in the context of academic skills for three children diagnosed with Down syndrome. The results suggest that a token economy intervention alone, with or without verbal feedback, was not effective for 2 of 3 participants. Gestural prompting was required to reduce response errors for those 2 participants and is possibly responsible for reducing response errors for the third participant.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-8992 |
| Date | 22 March 2019 |
| Creators | Giblin, Melissa S. |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
Page generated in 0.0018 seconds