Students in four second‐grade classes exhibiting disruptive behavior were exposed to response cost programs with varying initial reinforcement and fine levels. Results indicated that all treatments were highly effective, as all groups underwent maximum behavioral change, with the target behaviors approaching a near‐zero level. Thus, the degree of aversiveness of the procedure did not appear to be strongly related to effectiveness. Results are explained in terms of the discriminative properties of response cost.
|Original language||American English|
|Number of pages||6|
|Journal||Psychology in the Schools|
|State||Published - Jul 1982|
ASJC Scopus subject areas
- Developmental and Educational Psychology