Effects of Conditioning Reinforcement for Print Stimuli on Match-to-Sample Responding in Preschoolers

We studied the effects of conditioned reinforcement for two-dimensional visual stimuli (print) on visual match-to-sample responses for three pre-schoolers with disabilities using a time lagged multiple probe design. Visual stimuli (pictures, symbols, letters and shapes) were conditioned using a stimulus-stimulus pairing procedure until these print stimuli functioned as reinforcement for looking. Dependent variables were 1) pre-and post-conditioning responses to probes for the number of seconds participants looked at novel visual stimuli, and 2) the ratio of learn units to criteria for the acquisition of two-dimensional match-to-sample programs. Results showed a functional relationship between the acquisitions of conditioned reinforcement for the visual stimuli and decreased the mean numbers of learn units to criteria on match-to-sample curricular instruction for all participants. Keywords: Foundations to verbal developmental, Developmental behavioral cusps, Conditioned reinforcement, Acquisition of match-to-sample repertoires