Off-campus FHSU users: Please use the following link to log into our proxy server and download this work.
Date of Award
Master of Science (MS)
This multiple baseline study examined the effect of tangible reinforcers on two academic tasks and one sensory-motor task with a trainable mentally retarded class of nine subjects ranging from 12 to 16 years of age. A greater increase in the total number of correct responses for the academic tasks over the sensory-motor task was observed. A reinforcer that could serve as both a primary reinforcer (candy) and a secondary reinforce (token) was chosen. Gumballs were distributed by a gumball machine contingent upon correct response. The subjects immediately grasped the concept of barter and retained all gumballs earned and traded them for small toys and trinkets. The preference demonstrated by these subjects for secondary reinforcers over primary reinforcers is contrary to previous study on reinforcers. It was concluded that academic tasks can be taught to the trainable mentally retarded in a group situation using behavior modification methods, and that trainable mentally retarded subjects may choose secondary reinforcers over primary reinforcers.
Copyright 1973 Dana Pyle
Pyle, Dana S., "Application of Operant Principles to Academic and Motor Task Behavior in a Trainable Mentally Retarded Classroom" (1973). Master's Theses. 1471.