A Component Analysis

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Abstract
In a previous study, sharing was established and maintained in preschool children by the combined use of modeling, self-reporting, and reinforcement for true reports of sharing. The present study systematically analyzed five components of that procedure in a multiple-baseline design across two groups of four-year-old children. The first two components, (1) modeling of sharing and (2) modeling of sharing combined with reinforcement of modeled reports of sharing, did not increase subjects' sharing above base-line levels. When given an opportunity to report their own behaviors (component 3), most subjects began reporting sharing, and three (of eight) subjects began sharing play materials. Reinforcement of any (true or untrue) report of sharing (component 4) maintained the reports of sharing, but produced only small increases in actual sharing. However, the fifth component, reinforcement of true reports of sharing, produced desirable rates of sharing and high levels of reporting for all subjects. Thus, although modeling in combination with self-reporting may be sufficient to increase sharing by some children, the combined use of modeling, self-reporting, and reinforcement for true reports of sharing is most effective for all subjects.