Bermúdez RK, Aviña MV, Chiquet BR, Olivas GS, Sánchez AF

Idioma: Español
Referencias bibliográficas: 60
Paginas: 1663-1680
Archivo PDF: 200.24 Kb.

RESUMEN

El propósito del presente estudio fue determinar el efecto de la presentación de apareamientos elogio-reforzador primario en el establecimiento del elogio como reforzador condicionado en niños con autismo. Se exploraron diferentes valores del programa de apareamientos del elogio con el reforzador primario. Participaron 4 niños con autismo. El procedimiento consistió en 5 fases: prueba del reforzador primario, línea base, línea base elogio, apareamientos del elogio con el reforzador primario y prueba. Para 3 participantes se presentaron los apareamientos del elogio con el reforzador primario con un programa Tiempo Fijo 15, 30 o 60 s, respectivamente. Para el cuarto participante los apareamientos del elogio con el reforzador primario se presentaron con un programa Razón Fija 1. Para todos los participantes, cada 20 apareamientos se llevó a cabo una prueba que consistió en presentar el elogio como consecuencia de una respuesta especifica. Se encontró que la respuesta meta incrementó cuando se presentó una frase de elogio como consecuencia de dicha respuesta, en comparación con la condición de Línea Base, lo que sugiere que el procedimiento fue efectivo para establecer el elogio como reforzador condicionado.

REFERENCIAS (EN ESTE ARTÍCULO)

1. Axe, J. y Laprime, A. (2017). The effects of contingent pairing on establishing praise as a reinforcer with children with autism. Journal of Developmental and Physical Disabilities, 29, 325-340.

2. Barton, E. (1981). Developing sharing: An analysis of modeling and other behavioral techniques. Behavior Modification, 5 (3), 386–398.

3. Berth, P. (1951). The influence of two variables upon the establishment of a secondary reinforcement for operant responses. Journal of Experimental Psychology, 41 (1), 62-73.

4. Beus, B. (2014). Conditioned reinforcement and the value of praise in children with autism. All Graduate Theses and Dissertations, 3848. Recuperado de: https://digitalcommons.usu.edu/etd/3848.

5. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51 (1), 5–32.

6. Bugelski, R. (1938). Extinction with and without sub-goal reinforcement. Journal of Comparative Phychology, 26 (1), 121-134.

7. Butter, C. y Thomas, D. (1958). Secondary reinforcement as a function of the amount of primary reinforcement. Journal of Comparative and Physiological Psychology, 51 (3), 346-348.

8. Cossairt, A., Hall, R. y Hopkins, B. (1973). The effects of experimentes´s instructions, feedback, and praise on teacher praise and student attending behavior. Journal of Applied Behavior Analysis, 6 (1), 89-100.

9. Dozier, C., Iwata, B., Thomason-Sassi, J., Worsdell, A. y Wilson, D. (2012). Comparison of two pairing procedures to establish praise as a reinforcer. Journal of Applied Behavior Analysis, 45 (4), 721-735.

10. Drennen, W., Gallman, W. y Sausser, G. (1969). Verbal operant conditioning of hospitalized psychiatric patients. Journal of Abnormal Psychology, 74 (4), 454– 458.

11. Ebner, E. (1965). Verbal conditioning in schizophrenia as a function of degree of social interaction. Journal of Personality and Social Psychology, 1 (5), 528– 532.

12. Fox, R. y King, R. (1961). The effects of reinforcement-scheduling on the strength of a secondary reinforcer. Journal of Comparative and Physiological Psychology, 54 (3), 266-269.

13. Hall, R., Lund, D. y Jackson, D. (1968). Effects of teacher attention on study behavior. Journal of Applied Behavior Analysis, 1 (1), 1–12.

14. Kale, R., Kaye, J., Whelan, P. y Hopkins, B. (1968). The effects of reinforcement on the modification, maintenance, and generalization of social responses of mental patients. Journal of Applied Behavior Analysis, 1 (4), 307–314.

15. Kazdin, A. y Klock, J. (1973). The effect of nonverbal teacher approval on student attentive behavior. Journal of Applied Behavior Analysis, 6 (4), 643-654.

16. Levin, G. y Simmons, J. (1962). Response to praise by emotionally disturbed boys. Psychological Reports, 11 (1), 10.

17. Lewis, T. y Sugai, G. (1996). Descriptive and experimental analysis of teacher and peer attention and the use of assessment-based intervention to improve pro-social behavior. Journal of Behavioral Education, 6, 7-24.

18. Lovaas, O., Freitag, G., Kinder, M., Rubenstein, B., Schaeffer, B. y Simmons, J. (1966). Establishment of social reinforcers in two schizophrenic children on the basis of food. Journal of Experimental Child Psychology, 4 (2), 109–125.

19. Polick, A. Carr. J. y Hanney, N. (2012). A comparison of general and descriptive praise in teaching intraverbal behavior to children with autism. Journal of Applied Behavior Analysis, 45 (3), 593-599.

20. Skinner, B. (1938). The behavior of organisms: An experimental analysis. New York: Appleton-Century- Crofts.

21. Snycerski, S., Laraway, S. y Poling, A. (2005). Response acquisition with immediate and delayed conditioned reinforcement. Behavioral Processes, 68 (1), 1–11.

22. Sosa, R. y Pulido, M. (2011). Response acquisition with delayed conditioned reinforcement. Revista Mexicana de Análisis de la Conducta, 37 (2), 83–98.

23. Stahl, J., Thomson, L., Leitenberg, H. y Hasazi, J. (1974). Establishment of praise as a conditioned reinforcer in socially unresponsive psychiatric patients. Journal of Abnormal Psychology, 83 (5), 488–496.

24. Stevens, C., Sidener, T., Reeve. S. y Sidener, D. (2011). Effects of behaviorspecific and general praise on acquisition of tacts in children with pervasive developmental disorders. Research in Autism Spectrum Disorders, 5 (1), 666-669.

25. Strain, P. y Timm, M. (1974). An experimental analysis of social interaction between a behaviorally disordered preschool child and her classroom peers. Journal of Applied Behavior Analysis, 7 (4), 583–590.

26. Sutherland, K., Wehby, J. y Copeland, S. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8 (1), 2-8.

27. Villegas, T., Bruner C. y Hernández, V. (2009). La adquisición y el mantenimiento de presionar una palanca en ratas con reforzamiento condicionado. Acta Comportamentalia: Revista Latina de Análisis del Comportamiento, 17 (2), 155-170.

28. Williams, B. (1994). Conditioned reinforcement: Experimental and theoretical issues. The Behavior Analyst, 17 (2), 261–285.

29. Zimmerman, D. (1957). Durable secondary reinforcement: method and theory. Psychological Review, 64 (6), 373-383.

30. Zimmerman, J., Hanford, P. y Brown, W. (1967). Effects of conditioned reinforcement in an intermittent free-feeding situation. Journal of the Experimental Analysis of Behavior, 10 (4), 331-340.

31. Axe, J. y Laprime, A. (2017). The effects of contingent pairing on establishing praise as a reinforcer with children with autism. Journal of Developmental and Physical Disabilities, 29, 325-340.

32. Barton, E. (1981). Developing sharing: An analysis of modeling and other behavioral techniques. Behavior Modification, 5 (3), 386–398.

33. Berth, P. (1951). The influence of two variables upon the establishment of a secondary reinforcement for operant responses. Journal of Experimental Psychology, 41 (1), 62-73.

34. Beus, B. (2014). Conditioned reinforcement and the value of praise in children with autism. All Graduate Theses and Dissertations, 3848. Recuperado de: https://digitalcommons.usu.edu/etd/3848.

35. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51 (1), 5–32.

36. Bugelski, R. (1938). Extinction with and without sub-goal reinforcement. Journal of Comparative Phychology, 26 (1), 121-134.

37. Butter, C. y Thomas, D. (1958). Secondary reinforcement as a function of the amount of primary reinforcement. Journal of Comparative and Physiological Psychology, 51 (3), 346-348.

38. Cossairt, A., Hall, R. y Hopkins, B. (1973). The effects of experimentes´s instructions, feedback, and praise on teacher praise and student attending behavior. Journal of Applied Behavior Analysis, 6 (1), 89-100.

39. Dozier, C., Iwata, B., Thomason-Sassi, J., Worsdell, A. y Wilson, D. (2012). Comparison of two pairing procedures to establish praise as a reinforcer. Journal of Applied Behavior Analysis, 45 (4), 721-735.

40. Drennen, W., Gallman, W. y Sausser, G. (1969). Verbal operant conditioning of hospitalized psychiatric patients. Journal of Abnormal Psychology, 74 (4), 454– 458.

41. Ebner, E. (1965). Verbal conditioning in schizophrenia as a function of degree of social interaction. Journal of Personality and Social Psychology, 1 (5), 528– 532.

42. Fox, R. y King, R. (1961). The effects of reinforcement-scheduling on the strength of a secondary reinforcer. Journal of Comparative and Physiological Psychology, 54 (3), 266-269.

43. Hall, R., Lund, D. y Jackson, D. (1968). Effects of teacher attention on study behavior. Journal of Applied Behavior Analysis, 1 (1), 1–12.

44. Kale, R., Kaye, J., Whelan, P. y Hopkins, B. (1968). The effects of reinforcement on the modification, maintenance, and generalization of social responses of mental patients. Journal of Applied Behavior Analysis, 1 (4), 307–314.

45. Kazdin, A. y Klock, J. (1973). The effect of nonverbal teacher approval on student attentive behavior. Journal of Applied Behavior Analysis, 6 (4), 643-654.

46. Levin, G. y Simmons, J. (1962). Response to praise by emotionally disturbed boys. Psychological Reports, 11 (1), 10.

47. Lewis, T. y Sugai, G. (1996). Descriptive and experimental analysis of teacher and peer attention and the use of assessment-based intervention to improve pro-social behavior. Journal of Behavioral Education, 6, 7-24.

48. Lovaas, O., Freitag, G., Kinder, M., Rubenstein, B., Schaeffer, B. y Simmons, J. (1966). Establishment of social reinforcers in two schizophrenic children on the basis of food. Journal of Experimental Child Psychology, 4 (2), 109–125.

49. Polick, A. Carr. J. y Hanney, N. (2012). A comparison of general and descriptive praise in teaching intraverbal behavior to children with autism. Journal of Applied Behavior Analysis, 45 (3), 593-599.

50. Skinner, B. (1938). The behavior of organisms: An experimental analysis. New York: Appleton-Century- Crofts.

51. Snycerski, S., Laraway, S. y Poling, A. (2005). Response acquisition with immediate and delayed conditioned reinforcement. Behavioral Processes, 68 (1), 1–11.

52. Sosa, R. y Pulido, M. (2011). Response acquisition with delayed conditioned reinforcement. Revista Mexicana de Análisis de la Conducta, 37 (2), 83–98.

53. Stahl, J., Thomson, L., Leitenberg, H. y Hasazi, J. (1974). Establishment of praise as a conditioned reinforcer in socially unresponsive psychiatric patients. Journal of Abnormal Psychology, 83 (5), 488–496.

54. Stevens, C., Sidener, T., Reeve. S. y Sidener, D. (2011). Effects of behaviorspecific and general praise on acquisition of tacts in children with pervasive developmental disorders. Research in Autism Spectrum Disorders, 5 (1), 666-669.

55. Strain, P. y Timm, M. (1974). An experimental analysis of social interaction between a behaviorally disordered preschool child and her classroom peers. Journal of Applied Behavior Analysis, 7 (4), 583–590.

56. Sutherland, K., Wehby, J. y Copeland, S. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8 (1), 2-8.

57. Villegas, T., Bruner C. y Hernández, V. (2009). La adquisición y el mantenimiento de presionar una palanca en ratas con reforzamiento condicionado. Acta Comportamentalia: Revista Latina de Análisis del Comportamiento, 17 (2), 155-170.

58. Williams, B. (1994). Conditioned reinforcement: Experimental and theoretical issues. The Behavior Analyst, 17 (2), 261–285.

59. Zimmerman, D. (1957). Durable secondary reinforcement: method and theory. Psychological Review, 64 (6), 373-383.

60. Zimmerman, J., Hanford, P. y Brown, W. (1967). Effects of conditioned reinforcement in an intermittent free-feeding situation. Journal of the Experimental Analysis of Behavior, 10 (4), 331-340.