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    Preference and Reinforcer Effects of Different Forms of Attention in Young Children

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    Harper_ku_0099D_13637_DATA_1.pdf (3.982Mb)
    Issue Date
    2014-08-31
    Author
    Harper, Amy Marie
    Publisher
    University of Kansas
    Format
    115 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Applied Behavioral Science
    Rights
    This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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    Abstract
    Attention may function as a reinforcer for increasing appropriate behavior and inappropriate behavior; however, the conditions under which attention is most likely to function as a reinforcer are unclear. Previous research has suggested that various factors may influence the reinforcing efficacy of attention including magnitude (i.e., duration) of attention; immediacy of attention delivery; schedule of attention delivery; motivating operations; conditioning history; and type, content, and overall quality of attention. Various position papers and early childhood organizations (e.g., NAEYC, 2014; Serna, Lambros, Nielsen, & Forness, 2002) have suggested the use of various forms of attention in early childhood environments for the purpose of social-emotional development and teaching of young children. Common forms of attention that are suggested include praise, conversation, and physical attention (e.g., Kazdin, Silverman, & Sitter, 1975; Kelly et al., 2014; Roscoe, Kindle, & Pence, 2010; Smaby et al., 2007). Therefore, I developed an efficient assessment procedure to determine which, if any, of these types of attention were preferred by a large number of preschool-age children. Next, I conducted a reinforcer assessment under fixed-ratio (FR) 1 and progressive schedules to (a) validate the attention assessment and (b) determine whether these common types of attention function as reinforcers when used contingent on correct responding on a maintenance task. Overall, results showed that the majority of children preferred conversation or physical attention. In addition, in general, the results from our reinforcer assessments suggested that the forms of attention that were preferred in the assessment were more likely to function as reinforcers. Keywords: attention, reinforcer efficacy, praise, physical attention, conversation, progressive-ratio schedule
    URI
    http://hdl.handle.net/1808/16847
    Collections
    • Applied Behavioral Science Dissertations and Theses [149]
    • Dissertations [4660]

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    785-864-8983
    KU Libraries
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    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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