{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,22]],"date-time":"2026-01-22T18:53:25Z","timestamp":1769108005217,"version":"3.49.0"},"reference-count":16,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2013,2,27]],"date-time":"2013-02-27T00:00:00Z","timestamp":1361923200000},"content-version":"vor","delay-in-days":2280,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J of App Behav Analysis"],"published-print":{"date-parts":[[2006,12]]},"abstract":"<jats:p>Multiple schedules of reinforcement have been used to teach children to recruit attention only when it is available, thereby minimizing disruptive requesting during instructional activities. This procedure involves alternating periods of continuous reinforcement (CRF) with periods of extinction and correlating each period with a distinct and continuous discriminative stimulus. The present study evaluated the effectiveness of and children's preferences for multiple schedules in which (a) two different stimuli, one correlated with reinforcement (S+) and another correlated with extinction (S\u2010), were presented; (b) only an S+ was presented (i.e., no stimulus was correlated with extinction), and (c) neither an S+ nor an S\u2010 was presented (i.e., a mixed schedule). S+\/S\u2010 and S+ arrangements were similarly effective for 7 children, but 3 preferred the S+\/S\u2010 condition and 4 preferred the S+ condition. Correlational analyses suggested that children who responded more effectively given the S\u2010 (discrimination indexes were relatively high) preferred the S+\/S\u2010 condition, whereas children who responded less effectively given the S\u2010 preferred the S+ condition. The implications of these findings for arranging multiple schedules for social responses are discussed.<\/jats:p>","DOI":"10.1901\/jaba.2006.48-06","type":"journal-article","created":{"date-parts":[[2007,7,2]],"date-time":"2007-07-02T07:00:26Z","timestamp":1183359626000},"page":"475-488","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":43,"title":["THE EFFECTIVENESS OF AND PRESCHOOLERS' PREFERENCES FOR VARIATIONS OF MULTIPLE\u2010SCHEDULE ARRANGEMENTS"],"prefix":"10.1002","volume":"39","author":[{"given":"Jeffrey H.","family":"Tiger","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Gregory P.","family":"Hanley","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Nicole A.","family":"Heal","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2013,2,27]]},"reference":[{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1901\/jeab.1985.43-289"},{"key":"e_1_2_1_3_1","doi-asserted-by":"publisher","DOI":"10.1901\/jeab.1983.40-193"},{"key":"e_1_2_1_4_1","doi-asserted-by":"publisher","DOI":"10.1901\/jaba.1998.31-543"},{"key":"e_1_2_1_5_1","doi-asserted-by":"publisher","DOI":"10.1901\/jaba.2004.37-323"},{"key":"e_1_2_1_6_1","doi-asserted-by":"publisher","DOI":"10.1901\/jaba.2001.34-17"},{"key":"e_1_2_1_7_1","doi-asserted-by":"publisher","DOI":"10.1901\/jaba.1997.30-459"},{"key":"e_1_2_1_8_1","article-title":"Influencing preschoolers' activity preferences: An evaluation of satiation and embedded reinforcement","author":"Hanley G. 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