Relative Effects of Immediate Contingent Instruction Versus Reinforcement-only Procedures When Teaching Expressive Labels in Korean
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Date
2024-12
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Abstract
As researchers, we still do not know the extent of the effectiveness of using punishers. This study aims to expand our knowledge of how effective punishment procedures are in early childhood education. We hope the results will add literature regarding the relative effects of immediate and delayed punishment versus reinforcement-only procedures when teaching expressive labels in Korean. Further, the research question will provide insight into whether children may prefer to be told they are incorrect in replacement of using a reinforcement-only approach. We used an adapted alternating treatments design to assess relative effectiveness and a concurrent operant procedure to assess preference.
Research Question: Does reinforcement plus error correction result in faster acquisition of Korean vocabulary for preschool-age students compared to differential reinforcement for correct responses, differential reinforcement for attempts, and differential reinforcement for attempts with delayed instruction?
Secondary: Do preschool-age children prefer reinforcement-only procedures or reinforcement-plus punishment procedures?
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Reinforcement, Punishment, Differential Reinforcement, Delayed Punishment, Sight Word Reading, Korean, Instructional, Early Childhood, Special Education, Error Correction