Please use this identifier to cite or link to this item: https://hdl.handle.net/10620/17475
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dc.contributor.authorDahlquist, Cen
dc.contributor.authorLaarhoven, Ten
dc.contributor.authorJohnson, Jen
dc.contributor.authorRepp, Aen
dc.contributor.authorMunk, Den
dc.date.accessioned2019-04-13T03:35:32Zen
dc.date.accessioned2012-02-24T02:08:07Zen
dc.date.available2012-02-24T02:08:07Zen
dc.date.issued2003-01en
dc.identifier.urihttps://hdl.handle.net/10620/17475en
dc.identifier.urihttp://hdl.handle.net/10620/3598en
dc.description.abstractThe present study investigated applications of the disequilibrium model of reinforcement in typical classroom contexts with students perceived by their teachers as being difficult to motivate. The disequilibrium model states that reinforcing effects are produced when access to any response (task) is constrained so that an individual cannot meet an (unconstrained) baseline level for that response (task). The implication of the model is that low-probability (low-preference) responses can be constrained and used as reinforcers, a seeming contradiction to the common practice of using a high-probability response to reinforce increases in a low-probability response. The present study investigated the effects of disequilibrium schedules of reinforcement with six students with several disabilities in classroom contexts. The specific research questions were (i) whether disequilibrium schedules would produce reinforcing effects if both the instrumental and contingent tasks were of moderate to low preference for the student; (ii) how effects of disequilibrium schedules would compare with those of a teacher-generated contingency; and (iii) what effects disequilibrium schedules would have with students who engage in non-task responding during the baseline period. Results suggest that disequilibrium schedules are effective when used with moderate to low-preference tasks. Results of the comparison with teacher-generated contingencies were mixed. Results do suggest that the presence of higher levels of non-task responding during the baseline period may affect subsequent effectiveness of disequilibrium schedules calculated from the baseline.en
dc.subjectChildren -- School ageen
dc.titleDuration and Persistence in Multidimensional Deprivation: Methodology and Australian Applicationen
dc.typeJournal Articlesen
dc.identifier.urlhttp://onlinelibrary.wiley.com/doi/10.1002/bin.126/abstracten
dc.identifier.surveyHILDAen
dc.identifier.rishttp://flosse.dss.gov.au//ris.php?id=3930en
dc.description.keywordsStudentsen
dc.description.keywordsDisequilibriumen
dc.description.keywordsTeachers' perceptionen
dc.description.keywordsReinforcementen
dc.identifier.journalBehavioural Interventionsen
dc.identifier.volume18en
dc.description.pages12 (63-85)en
dc.identifier.issue1en
local.identifier.id3930en
dc.subject.dssChildhood and child developmenten
dc.subject.dssmaincategoryChildrenen
dc.subject.dsssubcategorySchool ageen
dc.subject.flosseChildhood and child developmenten
dc.relation.surveyHILDAen
dc.old.surveyvalueHILDAen
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextnone-
item.openairetypeJournal Articles-
item.fulltextNo Fulltext-
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