Differential Effects of Reinforcing Topographic Components of Social Interaction

Abstract

This study investigated the effects of reinforcing, singly and in combination, three topographic components of social interaction among socially withdrawn children assigned to an experimental class setting. These were: (a) initiating positive interactions with others (START); (b) responding to positive initiations by others (ANSWER); and (c) maintaining social interactions over time (CONTINUE). Three groups of six children each, with low peer interaction rates and enrolled in grades I to 6, served as subjects. Three experiments are reported. In experiments I and 2, the above topographic components were selectively reinforced in differing orders. In experiment 3, these components were reinforced simultaneously within ongoing social interactions. Results showed that reinforcement of Starts and Answers suppressed interactive behavior, while reinforcement of Continuing and overall time spent engaged in interactive behavior produced powerful and replicable increases in child social interaction.

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