University of Kansas.
J Appl Behav Anal. 1969 Fall;2(3):199-205. doi: 10.1901/jaba.1969.2-199.
Language training procedures, which involved positive reinforcement for verbal imitation, were applied to increase the appropriate verbal behavior of an almost non-verbal, brain damaged, 5-yr-old boy. Two experiments assessed the effectiveness of timeout from positive reinforcement as a training procedure viewed as having potential punishing and negatively reinforcing functions. In both experiments, timein, termination of timeout and resumption of training, was arranged to have reinforcing properties in that it presented an opportunity to receive positive reinforcers. In Exp. I, the procedure consisted of temporarily halting language training (timeout) following verbal jargon and resuming it (timein) contingent upon the boy sitting quietly in his chair for approximately 30 sec. The jargon declined to almost zero for an extended period each time the procedure was employed. In Exp. II, the procedure consisted of halting language training (timeout) after emission of undesired verbal responses which previously had been reinforced as the desired approximation to the target verbal behavior. Resumption of training (timein) was made contingent upon the emission of the then-desired approximation of the target verbal behavior. In each experiment, the contingent timeout and timein of the language training that involved positive reinforcement effectively reduced the undesired and increased the desired responses.
语言训练程序，包括对口头模仿的积极强化，被应用于增加一个几乎没有语言能力的脑损伤 5 岁男孩的适当口头行为。两项实验评估了作为一种具有潜在惩罚和负强化功能的训练程序的强化中断的有效性。在这两项实验中，强化间歇、强化中断和恢复训练的安排都具有强化性质，因为它提供了获得正强化的机会。在实验 1 中，该程序包括在出现口头乱语后暂时停止语言训练（强化间歇），并在男孩安静地坐在椅子上大约 30 秒后恢复（强化间歇）。每次使用该程序，乱语都会在很长一段时间内降至几乎为零。在实验 2 中，该程序包括在发出先前被强化为目标口头行为的期望近似的不期望口头反应后，停止语言训练（强化间歇）。恢复训练（强化间歇）取决于发出目标口头行为的期望近似。在每个实验中，涉及积极强化的语言训练的强化间歇和强化恢复有效地减少了不期望的反应，增加了期望的反应。
