Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Behavior Modification
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Wigal, T.
Right arrow Articles by Cavoto, K. F.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Wigal, T.
Right arrow Articles by Cavoto, K. F.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Effect of Reinforcement on Facial Responsivity and Persistence in Children with Attention-Deficit Hyperactivity Disorder

Tim Wigal

James M. Swanson

University of California, Irvine

Virginia I. Douglas

McGill University, Montreal, Quebec

Sharon B. Wigal

Christina M. Wippler

Kimberley Fulbright Cavoto

University of California, Irvine

Children with Attention Deficit-Hyperactivity Disorder (ADHD) may learn poorly under conditions of inconsistent (partial) reinforcement because they are easily frustrated and fail to develop persistence. To test this hypothesis, a nonsense word spelling task was used with 22 ADHD and 20 control children to investigate the effects of partial and continuous reinforcement on facial responsivity (frustration measure), words spelled correctly (learning performance measure), and persistence ratings. Partially reinforced ADHD children manifested higher levels of frustration in both acquisition and extinction than any other group and gave significantly lower persistence ratings across acquisition than partially reinforced control children. ADHD children spelled fewer words correctly than controls, regardless of reinforcement schedule. These findings suggest that partial reinforcement training develops persistence in normal but not ADHD children. The findings have theoretical implications for the etiology of ADHD as well as practical implications for designing behavior modification programs to treat ADHD.

Behavior Modification, Vol. 22, No. 2, 143-166 (1998)
DOI: 10.1177/01454455980222003
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 J Pediatr PsycholHome page
C. J. Miller, D. J. Marks, S. R. Miller, O. G. Berwid, E. C. Kera, A. Santra, and J. M. Halperin
Brief Report: Television Viewing and Risk for Attention Problems in Preschool Children
J. Pediatr. Psychol., May 1, 2007; 32(4): 448 - 452.
[Abstract] [Full Text] [PDF]

Home page
 J Atten DisordHome page
N. Garon, C. Moore, and D. A. Waschbusch
Decision Making in Children With ADHD Only, ADHD-Anxious/Depressed, and Control Children Using a Child Version of the Iowa Gambling Task.
J Atten Disord, May 1, 2006; 9(4): 607 - 619.
[Abstract] [PDF]