Delayed and Immediate Reinforcement

Abstract

Mentally retarded adolescents experienced both immediate and delayed reinforcement in a classroom setting. Appropriate work behavior was triggered using a token reinforcement system. A reversal design was used in which baseline periods alternated with each type of reinforcement period. Both delayed and immediate reinforcement conditions were accompanied by levels of appropriate behavior above that of the baseline condition. Immediate reinforcement procedures resulted in higher levels of behavior than during delayed reinforcement; delayed reinforcement resulted in greater resistance to extinction after reinforcement had been terminated. No differences in generalization of the appropriate work behavior to another class period occurred as a result of the different reinforcement conditions.