An Evaluation of Synchronous Reinforcement for Increasing On-task Behavior in Preschool Children

Abstract

Schedules of covariation are those in which changes in a specific response class (e.g., rate, intensity, or duration of behavior) produce corresponding changes in a reinforcer (e.g., rate, intensity, or duration; Williams & Johnston, 1992). Furthermore, these schedules involve the behavior and reinforcer fluctuating or varying together. A synchronous-reinforcement schedule is a type of schedule of covariation in which the onset and offset of the reinforcer covaries with the onset and offset of the behavior (Ramey, Heiger, & Klisz, 1972; Weisberg & Rovee-Collier, 1998). The purpose of this study was to evaluate the efficacy of and preference for a synchronous-reinforcement schedule for increasing on-task behavior in preschoolers. Specifically, we compared the effects of a synchronous-reinforcement schedule to one in which continuous access to stimuli were delivered at the end of the session and yoked to the duration of on-task behavior that occurred during the session. Thus, in both conditions, continuous access to stimuli was delivered for the duration of time in which on-task behavior occurred; the only difference was whether the stimuli were delivered based on moment-to-moment changes in the occurrence of on-task behavior or at end of the session. Results showed the synchronous-reinforcement schedule was more effective for increasing on-task behavior and more preferred for most participants. Results are discussed in light of potential mechanisms by which the synchronous schedule was more effective and preferred and areas for future research.