Preference for and Reinforcing Efficacy of Different Types of Attention in Preschool Children

Autor/inn/en	Harper, Amy M.; Dozier, Claudia L.; Briggs, Adam M.; de Villegas, Sara Diaz; Ackerlund Brandt, Julie A.; Jowett Hirst, Erica S.
Titel	Preference for and Reinforcing Efficacy of Different Types of Attention in Preschool Children
Quelle	In: Journal of Applied Behavior Analysis, 54 (2021) 3, S.882-902 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Briggs, Adam M.) ORCID (Jowett Hirst, Erica S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.814
Schlagwörter	Preschool Children; Attention; Preferences; Interpersonal Communication; Interaction; Teacher Student Relationship; Reinforcement + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufmerksamkeit; Interpersonale Kommunikation; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Positive Verstärkung
Abstract	It is unknown whether and to what extent common types of attention delivered in early childhood environments are preferred by and function as reinforcers for young children. We assessed children's preference for commonly delivered types of attention across 31 preschool-aged participants (Experiment 1). Next, we conducted a reinforcer assessment (Experiment 2) and a progressive-ratio assessment (Experiment 3) to: (1) validate the results of the preference assessment; and (2) determine the relative reinforcing efficacy of each type of attention. Results of Experiment 1 showed that most participants preferred conversation or physical interaction. Results of Experiment 2 validated the results of Experiment 1 showing preferred types of attention were more likely to function as reinforcers. Finally, although some types of attention functioned as reinforcers, results of Experiment 3 indicated these reinforcers only maintained responding under relatively dense schedules of reinforcement. Clinical implications and directions for future research are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01