The effects of differential reinforcement on reliability and reactivity of self-recorders

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
David Paul Lipinski (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Rosemery Nelson

Abstract: The purpose of the present study was to investigate the possibility of enhancing the effectiveness of self-recording as both an assessment device and as a therapeutic tool. Three hypotheses were investigated. First, differentially reinforcing subjects for increments in reliability with the data recorded by independent observers would increase the subjects' reliability. Second, differentially reinforcing subjects for decrements in the behavior that was being self-recorded would result in decreases in that behavior. Third, reliability would be lower when self-recorders were unaware that reliability was being assessed than when they were aware of the assessment. The experimental design was a 2x7x9 factorial design with subjects nested in the two treatment groups and repeated across the seven experimental conditions with nine observations under each condition. Twenty college students in classroom settings were differentially reinforced for either increases in reliability of self-recorded data or decreases in the behavior that was being self-recorded. The seven experimental conditions were: baseline, baseline aware, baseline unaware, self-recorder aware, self-recorder unaware, and return-to-baseline I and II.

Additional Information

Language: English
Date: 1974
Human experimentation in psychology $x Methodology
Reinforcement (Psychology)

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