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dc.contributor.advisorKlatt, Kevin P.
dc.contributor.authorReetz, Stephany K.
dc.contributor.authorHaugle, Kathryn R.
dc.contributor.authorHensel, Allie M.
dc.contributor.authorMiller, Jeffrey R.
dc.contributor.authorHedquist, Chelsea B.
dc.date.accessioned2010-11-02T20:29:54Z
dc.date.available2010-11-02T20:29:54Z
dc.date.issued2010-04
dc.identifier.urihttp://digital.library.wisc.edu/1793/46971
dc.descriptionColor poster with text and graphs.en
dc.description.abstractTherapists who provide behavioral therapy to young children with autism need to identify preferred items to use as reinforcers in order to teach appropriate and functional skills. More recently, researchers discovered progressive?ratio schedules of reinforcement produces a more accurate conclusion of which items will function as reinforcers. A progressive ratio schedule consists of an increase in the response requirement after each obtained reinforcer until a previously determined session criterion has been met. The current study examined the differences between a PR schedule with an additive step size and a geometric step size, which subsequently lead to an examination of other procedural considerations for implementing a PR schedule with young children with autism.en
dc.description.sponsorshipUniversity of Wisconsin--Eau Claire Office of Research and Sponsored Programsen
dc.language.isoen_USen
dc.relation.ispartofseriesUSGZE AS589en
dc.subjectAutistic children--Behavior modificationen
dc.subjectReinforcement (Psychology)en
dc.subjectBehavior therapy for childrenen
dc.subjectPostersen
dc.titleInvestigating the Step Size in a Progressive-Ratio Schedule of Reinforcement for Young Children Diagnosed with Autismen
dc.title.alternativeInvestigating Procedural Considerations for Implementing Progressive-Ratio Schedules with Children with Autism
dc.typePresentationen


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    Posters of collaborative student/faculty research presented at CERCA

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