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83), a cuing interpretation of self-reinforcement for exercise behavior was supported. Conversely, a study conducted by Tichenor (1977) found no differential effects between self-administered versus experimenter-administered reinforcement. Further, there was no significant difference found between immediate and delayed self-reinforcement. The results of the study also suggested that reinforcing one’s self in the natural environment was a determining factor as to whether or not a potential reinforcer actually had a reinforcing effect. Reynolds, JOE BLOW & JANE DOE (1989) also suggest using reinforcers that are likely to be motivating to the individual, and making use of natural reinforcers when possible. They also recommend using reinforcers that are available, practical, and cost effective. A study conducted by Jackson and Van Zoost (1972) also found equally significant gains made by a self-reinforcement and an external-reinforcement group, versus a no-reinforcement and control group. However, a 4-month follow-up showed that the self-administered reinforcement group continued to improve their study habits more so than the external-reinforcement group. The study finding is that self-regulated evaluation and reinforcement of ones study behaviors is at least as effective as externally governed reinforcement and reward. Additionally a study conducted by Hayes, Munt, Korn, Wulfert, Rosenfarb & Zettle (1986) found that self-reinforcement procedures can improve academic behavior, at least short-term. Although, it was not clear from the study that any improvements made would have remained long-term. This study also examined the combination of goal-setting and feedback, in relation to self-reinforcement. Social learning theory would indicate that goal-setting establishes a self-standard for performance. Once established, performance will be self-evaluated and positively self-...