The effects of schedule-correlated stimuli on the generalization of tolerating denied access

Abstract

Children often struggle to tolerate delays or denial of items. This can cause many problems in the lives of children and parents, especially children with developmental disorders, as they are more likely to exhibit challenging behavior, especially if they have limited ways of communicating their wants and needs. Therefore, it is essential to incorporate methods to increase the likelihood of generalization to all relevant situations to increase the quality of life for children and their families. This study aimed to teach a child to tolerate denial and delayed access to tangible items and examine the effects of using schedule-correlated stimulus to promote generalization. The study had two phases. In the first phase, the researcher taught the participant functional communication response, tolerating response, and delayed access. In the second phase, the researcher introduced treatment extension, denied access, and generalization across people and settings. A multiple-baseline design was used to evaluate the effects of the intervention. In conclusion, the effects of the schedule-correlated stimuli are unclear. However, the participant tolerated denied access across different people and settings.Keywords: schedule-correlated stimuli, denial, generalization, skill-based treatment