Kalamazoo Valley Intermediate School District.
J Appl Behav Anal. 1970 Summer;3(2):85-96. doi: 10.1901/jaba.1970.3-85.
Delayed reinforcement techniques were applied, in a multiple baseline experimental design, to modify the behavior of a mildly maladjusted sixth-grade child. The following behaviors were chosen for modification: face-touching, posture, and voice-loudness. Videotape recordings were made of the subject's behavior during mathematics and spelling periods each day. The recordings from the mathematics period was shown to her after school, and consequences for behavior exhibited during mathematics were dispensed during the after-school viewing. This delayed reinforcement procedure produced the desired behavior changes during the mathematics period. Tapes from the spelling period, which were taken without the child's knowledge, indicated that the behavior changes generalized to portions of the day other than the mathematics period.
延迟强化技术被应用于一个多项基线实验设计中，以改变一个轻度适应不良的六年级儿童的行为。选择了以下行为进行修改：触摸面部、姿势和声音大小。每天在数学和拼写时间对受试者的行为进行录像。在放学后向她展示数学时段的录像，并且在观看时对数学时段表现出的行为给予后果。这种延迟强化程序在数学时段产生了所需的行为变化。在拼写时段拍摄的未经孩子知晓的录像带表明，行为变化扩展到了数学时段以外的一天中的其他时间。
