Self-Reinforcement Compared to Teacher-Delivered Reinforcement during Activity Schedules on the iPod Touch

Abstract

The current study assessed whether four 15- to 17-year-old individuals diagnosed with autism would remain on-task for more intervals and complete tasks independently as a function of using self-reinforcement or teacher-delivered reinforcement. An adapted alternating-treatments design with teacher-delivered reinforcement, self-reinforcement, and a control condition was used. The participants followed a schedule on an iPod touch to complete a vocational task, a daily living task, and a leisure task. To promote independence, the proximity of the instructor was faded until the instructor was completely removed during self-reinforcement. Results of this study demonstrated high percentages of on-task behavior and schedule completion. Overall, during the self-reinforcement condition, proximity of the instructor was faded in fewer sessions than during the teacherdelivered reinforcement condition. Generalization of responding was observed in the community. The results of this study established a novel method for implementing self-reinforcement.