Reinforcer variation: implications for motivating developmentally disabled children.

Wing (1981) ran an ABAB reversal with autistic and developmentally delayed children. The team compared two DTT setups: one reinforcer stayed the same all session, the other rotated edibles, toys, and praise every few trials.

Sessions moved fast. Each correct answer earned the scheduled reinforcer. The researchers tracked correct responses and on-task minutes.

When reinforcers rotated, accuracy rose and stayed high. Kids also looked at materials longer and needed fewer prompts.

The moment the same item returned for the whole block, correct answers dipped and off-task behavior grew. Switching back to rotation fixed it again.

Allison et al. (1980) tried the same rotation idea one year earlier, but varied the task instead of the prize. Both studies saw better accuracy and happier kids, showing the power of mixing things up within DTT.

Kang et al. (2013) later asked whether the type of reinforcer matters. They found social praise works as well as toys for teaching, and it cuts stereotypy. So you can rotate praise alone and still get L's benefit.

McCormack et al. (2017) pushed further, giving each correct answer its own unique sound or snack. Two of three children learned new tacts faster with this response-specific twist, building on L's basic rotation idea.

You do not need a bigger goodie bag, just a quicker shuffle. Load six small reinforcers and cycle them every five trials. Watch data for two sessions; if correct responses climb, keep the rotation. If a child has stereotypy, swap some edibles for social praise and keep the mix. This forty-year-old trick still saves sessions from boredom today.