Wacker D P, Berg W K, Wiggins B, Muldoon M, Cavanaugh J
J Appl Behav Anal. 1985 Summer;18(2):173-8. doi: 10.1901/jaba.1985.18-173.
Five students classified as profoundly/multiply handicapped were trained to use microswitches to indicate reinforcer preferences. The students were trained to emit a designated motoric response (raise arm or raise head) which in turn activated a microswitch. The microswitches were connected to battery-operated toys and devices, and served to provide immediate, contingent consequences to the students for their motoric responding. The results of the investigation were evaluated within a multiple baseline (across students) with alternating treatments (potential reinforcers) design. During baseline, the students were provided with the switches and devices, but the switches were not connected to the devices. During the training conditions, the switches activated the devices. Evaluation of the devices was conducted by recording the cumulative frequency and duration of the students' responses. When the microswitches activated the devices during training, a substantial increase in the duration of motoric responding occurred for all students. In addition, some students performed differentially across devices, suggesting that they had reinforcer preferences.
五名被归类为重度/多重残疾的学生接受了使用微动开关来表明强化物偏好的训练。这些学生被训练做出一种指定的运动反应（举起手臂或抬起头），这反过来会激活一个微动开关。微动开关连接到电池供电的玩具和设备上，用于为学生的运动反应提供即时的、有条件的结果。调查结果在一个多基线（跨学生）交替治疗（潜在强化物）设计中进行评估。在基线阶段，给学生提供开关和设备，但开关未与设备连接。在训练阶段，开关激活设备。通过记录学生反应的累积频率和持续时间来对设备进行评估。当微动开关在训练期间激活设备时，所有学生的运动反应持续时间都有显著增加。此外，一些学生在不同设备上的表现有所差异，这表明他们有强化物偏好。
