Reinforcement effects on the intelligence test performance of institutionalized retarded adults: Behavioral analysis, directional control, and implications for habilitation

Forty mentally retarded individuals participated in a study designed to examine the relationship between increases and decreases in intelligence test scores and the availability of habilitative programs. Several test administrations were included to allow for analyses across successive conditions and examinations of both interest and intratest peformance were included. The results showed that reinforcement for correct responding increased IQs and reinforcement for incorrect responding decreased IQs. Concomitant with increases and decreases in IQs were increases and decreases in the availability of habilitative programs. These increases and decreases occurred independent of participant performance in the programs. The results are discussed in terms of a behavioral analysis and implications for habilitation.