title: Teaching self-control with qualitatively different reinforcers.
abstract: 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.
authors: Temple University, Philadelphia, Pennsylvania 19122, USA. tincani@temple.edu
authors: Michael
authors: M
authors: Passage
authors: Matt
authors: M
authors: Tincani
authors: Donald A
authors: DA
authors: Hantula
mesh_terms: D000293:Adolescent; D001521:Behavior Therapy / Q000379:methods*; D002755:Choice Behavior; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology / Q000628:therapy*; D007389:Internal-External Control; D008297:Male; D012055:Reinforcement Schedule; D012054:Reinforcement, Psychology; D012927:Social Control, Informal
keywords: delay discounting; intellectual disability; self-control training