Teaching Self-Control Using Qualitatively Different Reinforcers: A Systematic Replication

Abstract

Research has shown that self-control can positively impact a variety of areas in an individual’s life and that self-control can be taught. Studies that used progressive duration criterions for reinforcement have shown to be effective for teaching self-control. Research that uses socially valid target behaviors and qualitatively different reinforcers to teach self-control may be effective and relevant in applied settings. Still, there is limited research in this area and only one study conducted by Passage et al. (2012) that uses all three elements to teach self-control. Furthermore, the study conducted by Passage et al. is also the only study that utilized qualitatively different reinforcers to teach self-control. Therefore, further exploration of qualitatively different reinforcers and their effects on acquisition is needed. The purpose of this study was to demonstrate a replication of the effects found in Passage et al.’s study by using a multiple baseline across participants design. Results indicated that the self-control training intervention was moderately effective for one participant for increasing the time the participant engaged in a task but this effect was not replicated with the second participant. The third participant dropped out of the study before its completion. These limitations did not allow sufficient replication of the effect found in the original study.