Improving the Function of Social Interaction: A Preliminary Evaluation of a Basic-Research-Informed Approach

Abstract

When social interactions do not function as efficacious reinforcers, it may impede learning in environments that rely on differential social consequences. Although researchers have evaluated methods of improving the function of social interaction, these methods are not always effective, perhaps because they are inconsistent with principles of Pavlovian conditioning. In the current study, we evaluated whether a basic-research-informed approach could increase the reinforcing efficacy of social interactions for two children with developmental disabilities. Specifically, we evaluated the effects of conditioning procedures that ensured large C/t ratios by using progressive ratio schedules to quantify changes in the reinforcing efficacy of play with and without social interaction. The C/t ratio represents the temporal contiguity between stimuli, where C is the average time between unconditioned stimulus (US) deliveries, and t is the average time between the neutral stimulus and US deliveries. Improvements in absolute and relative reinforcer efficacy of social interaction were obtained for both participants, suggesting that methods which ensure large C/t could result in more efficacious conditioning interventions. We discuss the need for further translational and applied research as well as potential clinical implications.