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Raab, Melinda; Dunst, Carl J.; Hamby, Deborah W. – Research and Practice for Persons with Severe Disabilities, 2016
Findings from a randomized controlled design study of an ability-based versus needs-based approach to response-contingent learning among children with significant developmental delays and disabilities who did not use instrumental behavior to produce reinforcing consequences are reported. The ability-based intervention and needs-based intervention…
Descriptors: Disabilities, Developmental Delays, Intervention, Young Children
Aspiranti, K. B.; McCleary, D. F.; McCleary, L. N.; Ga-lyon, C. E.; Blondin, C. A.; Yaw, J. S.; Williams, R. L. – Journal on Excellence in College Teaching, 2013
The authors examined the effects of randomized and delayed credit on the percentage of college students participating at four pre-defined levels on each class discussion day: non-participation, credit-level participation, frequent participation, and dominant participation. Although the same amount of participation credit was available to students…
Descriptors: College Students, Student Participation, College Credits, Reinforcement
Marshall, W. L.; And Others – Canadian Counsellor, 1982
In two studies undergraduates with low self-esteem followed reinforcement paradigms. Found overt events to be preferable as reinforcers, although no differences existed between reinforcement groups and both did better than controls. Also found desirable behaviors that occurred infrequently, and very frequent but neutral behaviors, to be the most…
Descriptors: Behavior Change, Behavior Patterns, College Students, Comparative Analysis