Evaluation of Graduated vs All-or-None Contingencies on Rate Tasks for Individuals Diagnosed with Autism

Abstract

The graduated reinforcement procedure (also known as differential reinforcement) is an often-used procedure in the field of Applied Behavior Analysis to teach new skills and increase pro-social behaviors. In this study, the researchers used a multi-element design to evaluated the graduated reinforcement procedure for six children with a diagnosis of autism by assessing a rate of responding task across three conditions: a graduated reinforcement condition, an all-or-none reinforcement condition, and a control (no reinforcement) condition. Results of the study were idiosyncratic to the participants. Due to the variability in responding to the graduated reinforcement procedure, this study calls into question the utility of this procedure when used with certain profiles of students to teach certain skills and to use future research to assess for variables in teaching which make the graduated reinforcement procedure effective.