| Abstract: | Positive social interactions between an isolate, white first grader and socially active, Indian first graders were experimentally increased. The procedure involved three five-minute observation periods, approximately one-third of which were followed by brief feedback statements, and one 30-second feedback period a day, which consisted of brief instructions plus delivery of a tangible reinforcer contingent upon positive social interaction. Results of a multiple baseline design across three supervised, unstructured settings showed that the child's rate of positive social interaction increased to above that of the Indian peer recommended as the highest-rate interactor by the teacher. The increase in behavior maintained across a period of six months. |
