title: A practical variation of a multiple-schedule procedure: brief schedule-correlated stimuli.
abstract: Multiple schedules using continuous discriminative stimuli have been used to minimize children's disruptive requesting for teacher attention (e.g., colored floral leis; Tiger & Hanley, 2004; Tiger, Hanley, & Heal, 2006). The present study evaluated the effectiveness of, and children's preferences for, two multiple-schedule arrangements in which brief experimenter vocalizations served as discriminative stimuli. Results showed that brief signals were highly effective discriminative stimuli for 3 of the 4 children, and that all children preferred one or both variations of the multiple schedule to a control arrangement. For 1 child, highly discriminated responding was achieved only when continuous signals were introduced.
authors.affiliation: Department of Psychology, Louisiana State University, Baton Rouge, Louisiana 70803, USA. jtiger@lsu.edu
authors.forename: Jeffrey H
authors.initials: JH
authors.lastname: Tiger
authors.forename: Gregory P
authors.initials: GP
authors.lastname: Hanley
authors.forename: Kylie M
authors.initials: KM
authors.lastname: Larsen
mesh_terms: D001288:Attention; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000175:diagnosis / Q000523:psychology / Q000628:therapy*; D001521:Behavior Therapy / Q000379:methods*; D002675:Child, Preschool; D005108:Extinction, Psychological; D005260:Female; D006801:Humans; D008297:Male; D012055:Reinforcement Schedule; D012057:Reinforcement, Verbal; D012951:Socialization