The effects of differential reinforcement of unprompted responding on the skill acquisition of children with autism.

Content Provider	Europe PMC
Author	Karsten, Amanda M Carr, James E
Editor	Tarbox, Rachel
Abstract	The recommendation to reserve the most potent reinforcers for unprompted responses during acquisition programming has little published empirical support for its purported benefits (e.g., rapid acquisition, decreased errors, and decreased prompt dependence). The purpose of the current investigation was to compare the delivery of high-quality reinforcers exclusively following unprompted responses (differential reinforcement) with the delivery of high-quality reinforcers following both prompted and unprompted responses (nondifferential reinforcement) on the skill acquisition of 2 children with autism. Results indicated that both were effective teaching procedures, although the differential reinforcement procedure was more reliable in producing skill acquisition. These preliminary findings suggest that the differential reinforcement of unprompted responses may be the most appropriate default approach to teaching children with autism.
Related Links	https://europepmc.org/backend/ptpmcrender.fcgi?accid=PMC2695336&blobtype=pdf
Page Count	8
ISSN	00218855
Volume Number	42
DOI	10.1901/jaba.2009.42-327
PubMed Central reference number	PMC2695336
Issue Number	2
PubMed reference number	19949520
Journal	J Appl Behav Anal
e-ISSN	19383703
Language	English
Publisher	The Society for the Experimental Analysis of Behavior
Publisher Date	2009-01-01
Publisher Place	Bloomington, Indiana
Access Restriction	Open
Subject Keyword	autism differential reinforcement skill acquisition
Content Type	Text
Resource Type	Article
Subject	Sociology and Political Science Philosophy Applied Psychology