An intermittent reinforcement procedure using tangible reinforcers was successful in maintaining the occurrence of nutritious snack choices by three developmentally normal preschoolers (ages 4-5), behaviors which had initially been established using correspondence training procedures. (JW)

This study found that a procedure involving choral responding and self-assessment accompanied by contingent praise may be an effective tool for teaching in-class transition skills to preschoolers with developmental delays. Active engagement sharply increased, with collateral decreases in competing behavior and levels of teacher prompting of target…