EFFECTS OF PUNISHMENT VERSUS REINFORCEMENT-ONLY PROCEDURES WHEN TEACHING EXPRESSIVE LABELS IN SPANISH

Abstract

This study aims to contribute to current literature and add supporting evidence for whether punishment procedures (including error correction), which has historically been seen as aversive and unethical, are effective and preferred components of instruction. Few studies have directly compared the effectiveness of error correction procedures to reinforcement-only procedures for instruction in early childhood educational settings. The results will provide information regarding the relative effects of immediate and delayed punishment versus reinforcement-only procedures when teaching expressive labels in Spanish. Further, the research question will provide insight into whether children may prefer error correction in replacement of using a reinforcement-only approach. We used an adapted alternating treatments design to assess relative effectiveness and a concurrent operant procedure to assess preference.