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Document Type

Article

Abstract

Following a preexperimental assessment of computer-interactive math performance during VR 6 reinforcement and extinction, 4 regular education students and 2 students identified as behaviorally disordered participated in an A-BC-D-BC withdrawal of treatment design. Subsequent to baseline observations of math performance during self-assessment with and without accuracy feedback, students were trained in self-assessment procedures by way of a series of computer-interactive tutorials. During treatment, students were provided computer-displayed accuracy feedback plus reinforcement for correct self-assessments of their math performance. Reinforcement and feedback were gradually leaned, and in the final treatment condition, accuracy feedback was terminated; however, monetary reinforcement for correct self-assessment was sustained. Following treatment, students were given opportunities to perform math problems in the absence of reinforcement while self-assessing their performances with and without accuracy feedback. This was succeeded by a withdrawal condition and a final session in which students, again, were given an opportunity to self-assess with and without feedback from the computer. Outcomes suggest that subsequent to training computer-interactive self-assessment with feedback may facilitate high rates and long durations of math performance even in the absence of compensation. Implications regarding the augmental as a type of rule-governed behavior and the necessary and sufficient conditions for sustaining self-assessment as a learned reinforcer are discussed.

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