Abstract
Elementary and special education students received training on a variable-ratio reinforcement schedule and were then switched to one of three response-elimination procedures: extinction training, omission training, or gradual omission training. Omission training eliminated responding more effectively than did extinction training; however, the gradual omission training procedure reduced responding more rapidly and efficiently than did either omission training or extinction training. These results occurred in both subject populations.
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The authors would like to thank Mr. James T. Crowe for his valuable assistance and cooperation in analyzing the data.
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Topping, J.S., Graves, A.J. & Moss, J.D. Response Elimination in Elementary and Special Education School Children. Psychol Rec 25, 567–572 (1975). https://doi.org/10.1007/BF03394348
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DOI: https://doi.org/10.1007/BF03394348