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Social reinforcement: A treatment component in verbal self-instructional training

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Abstract

This study investigated the effects of noncontingent social reinforcement on social and academic behaviors in grade school children. Twenty-four children in the second through fifth grades were selected on the basis of teacher ratings of disruptive behavior. Subjects were divided into (a) a high social reinforcement verbal self-instructional (VSI) training group, (b) a low social reinforcement VSI group, and (c) a no-contact control group. Children in VSI groups were removed from their classrooms during four 40-minute periods and given VSI training. Significant between-groups differences on measures of social reinforcement were found indicating its successful manipulation. While none of the dependent measures indicated significant differences between experimental groups, a consistent pattern of difference scores emerged giving limited support to the hypothesis that noncontingent social reinforcement contributed to behavioral gains. Results are discussed in terms of the need for future research on the effects of rapport on treatment outcome.

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Authors and Affiliations

  1. Department of Psychology, University of Montana, 59812, Missoula, Montana

    David C. Fisher &  Janet P. Wollersheim

Authors
  1. David C. Fisher
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  2. Janet P. Wollersheim
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Additional information

Both authors wish to express their thanks to the Missoula public school administration, principals, psychologists, and teachers. Appreciation is also due to Matthew Firpo and Anita Fisher for their help in this project.

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Fisher, D.C., Wollersheim, J.P. Social reinforcement: A treatment component in verbal self-instructional training. J Abnorm Child Psychol 14, 41–48 (1986). https://doi.org/10.1007/BF00917220

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  • DOI: https://doi.org/10.1007/BF00917220

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