Semester of Graduation

Spring 2026

Degree

Master of Arts (MA)

Department

Psychology

Document Type

Thesis

Abstract

Synchronous schedules of reinforcement are a type of schedule of covarion in which the onset and offset of the response are aligned with the onset and offset of the reinforcer. In this study, we used multiple baseline across classes and reversal designs to determine the effects of a synchronous reinforcement schedule, arranged as a group contingency, on disruptive classroom behavior and time spent following rules during independent work periods in three elementary classrooms: 2 first grade and 1 fourth grade. Additionally, we compared the effects of a synchronous reinforcement schedule with a continuous noncontingent schedule in the fourth-grade classroom. The synchronous schedule was effective in decreasing disruptive classroom behavior and increasing students’ time spent following rules across all classes. Furthermore, the effect in the fourth-grade classroom could not be attributed to access to the reinforcing stimuli alone, as the noncontingent delivery of those stimuli did not produce changes in behavior relative to baseline. Students in the 2 first-grade classes reported preferring the synchronous reinforcement condition over baseline. Students in the fourth-grade class reported preferring the noncontingent access condition over baseline and synchronous reinforcement.

Date

1-20-2026

Committee Chair

Jeanne Donaldson

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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