ABA Fundamentals

Musical reinforcement of practice behaviors among competitive swimmers.

Hume et al. (1992) · Journal of applied behavior analysis 1992
★ The Verdict

Let athletes earn their favorite songs and watch effort skyrocket the same day.

✓ Read this if BCBAs running motor, sports, or PE programs with neurotypical kids and teens.
✗ Skip if Clinicians serving clients with hearing loss or where music could disrupt others.

01Research in Context

01

What this study did

Four teen swimmers practiced strokes while a coach tracked every dive, kick, and rest.

When the kids worked hard, the coach hit play on their favorite songs. When they loafed, the music stopped.

The team flipped this on and off four times to be sure the music was really driving the work.

02

What they found

Music on = instant hustle. Each swimmer doubled their productive moves and cut goof-off time by half.

When the tunes shut off, effort crashed the same day. Turn music back on and boom—hard work returned.

03

How this fits with other research

Killeen (2023) says rich reinforcers like songs build "behavioral momentum." The swim data match: high-rate music made practice habits stick even when sets got tough.

Dews (1978) showed pigeons peck faster when a stimulus signals food is coming. M et al. stretch the same rule to humans—songs acted like that food cue, telling the kids "keep swimming, good stuff ahead."

Billings et al. (1985) found public goals beat private self-rewards. Here the coach, not the swimmers, controlled the music, underscoring that social delivery still tops self-management.

04

Why it matters

You now have a dirt-cheap, zero-prep reinforcer that works in real time. Next time a client drags through physical drills, let them earn 30 seconds of a favorite song for each correct response. No tokens, no candy, just headphones and a play button. Track the data—you should see the same jump these coaches saw.

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→ Action — try this Monday

Pick one practice skill, load the learner’s top three songs, and play only after five correct reps.

02At a glance

Intervention
differential reinforcement
Design
reversal abab
Sample size
6
Population
neurotypical
Finding
strongly positive
Magnitude
large

03Original abstract

This study determined whether music could be used as a reinforcer for increasing productive and decreasing nonproductive behavior of 6 competitive swimmers during the dry-land portion of practice session. The swimmers were randomly assigned to either the contingent reinforcement group, who received music for productive behavior, or the noncontingent group, who received music regardless of their training productivity. An ABAB design showed that a large and immediate increase in productive practice behavior and decrease in nonproductive practice behavior occurred during the contingent phase compared to the baseline phase. Subjects rated the musical reinforcement favorably and elected to have the procedure continued.

Journal of applied behavior analysis, 1992 · doi:10.1901/jaba.1992.25-665