Temple University, Philadelphia, Pennsylvania 19122, USA.
J Appl Behav Anal. 2012 Winter;45(4):853-7. doi: 10.1901/jaba.2012.45-853.
This study examined the effectiveness of using qualitatively different reinforcers to teach self-control to an adolescent boy who had been diagnosed with an intellectual disability. First, he was instructed to engage in an activity without programmed reinforcement. Next, he was instructed to engage in the activity under a two-choice fixed-duration schedule of reinforcement. Finally, he was exposed to self-control training, during which the delay to a more preferred reinforcer was initially short and then increased incrementally relative to the delay to a less preferred reinforcer. Self-control training effectively increased time on task to earn the delayed reinforcer.
本研究考察了使用不同性质的强化物来教授一位被诊断为智力障碍的青少年自我控制能力的效果。首先，他被指示在没有程序强化的情况下进行活动。接下来，他被指示在一个两选择固定时距强化的方案下进行活动。最后，他接受了自我控制训练，在此期间，获得更偏好强化物的延迟时间最初较短，然后相对于获得较不偏好强化物的延迟时间逐渐增加。自我控制训练有效地增加了赚取延迟强化物的任务时间。
