Comparison of synchronous reinforcement and accumulated reinforcement for increasing on‐task behavior in preschoolers

Seven preschoolers with no diagnoses worked at small tables. The teacher compared two ways to give tokens for on-task behavior.

In one way, the child got a token right when she stayed on task. This is called synchronous reinforcement.

In the other way, tokens piled up and were given later. This is called accumulated reinforcement. The team flipped the two ways across days to see which kept the kids on task longer.

Every child stayed on task more when tokens came right away. For three kids, the difference was huge.

When asked which way they liked, all seven picked getting tokens right away. No one chose the saved-up way.

Diaz de Villegas et al. (2020) ran a similar test and also saw the quick-token win, but the 2024 study added kid choice and clearer numbers. It updates the earlier work.

Leslie et al. (2024) used the same quick-token plan to keep preschoolers wearing masks. The schedule worked again, showing the idea travels to new skills.

Hardesty et al. (2023) found the opposite kid choice: elementary kids liked noncontingent goodies even though quick tokens worked best for work. The clash fades when you see the age gap—little kids like the control, older ones like freebies.

If you run preschool sessions, deliver the reinforcer as soon as the child is on task. Skip saving tokens for later. Kids work harder and will tell you they like it better.