THE NEGATIVE EFFECTS OF POSITIVE REINFORCEMENT IN TEACHING-CHILDREN WITH DEVELOPMENTAL DELAY

Interactive modeling is frequently used in teaching skills to children with developmental delay. This study compared the performance of 12 c hildren (7 males, 5 females; 4-10 years of age) each trained in two ta sks, one through interactive modeling (with or without verbal reinforc ement) and the other through passive observation. Results showed that passive modeling produced better rated performance than interactive mo deling and that verbal reinforcement was counterproductive. These find ings suggest that current instructional strategies may need to be reco nsidered for children with developmental delay.