An Analysis of Response-Contingent Learning Experiences for Young Children

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Abstract
The effects of contingent feedback on the learning and affective behavior of young children with severe and multiple handicaps was examined. Three children, ranging in age from 8 months to 25 months, were provided contingent learning experiences via electromechanical apparatus. The study addressed three questions: (a) Could these young children be taught to increase the frequency of a low incidence behavior through the use of contingent feedback?, (b) Could electromechanical devices operated by parents be utilized for this training?, (c) Did these response-contingent learning experiences facilitate development of an awareness of the contingent feedback as measured by increased positive affective responses and attention? Results indicated that all three children increased the frequency of the target behavior. The data are equivocal as to whether or not children showed an awareness of the response-contingent feedback. These findings are discussed in light of developmental and learning theories. Implications for intervention are also discussed.

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