Interlocking Reinforcement Schedules: A Review
This article provides a review of the literature on interlocking reinforcement schedules (IRSs). Specifically, the review outlines the conditions under which IRSs are most effective and provides practical guidance for practitioners. The review also suggests potential future research directions to further advance the use of IRSs in applied settings.
Interlocking reinforcement schedules (IRSs) are a type of operant conditioning method in which two or more behaviors are reinforced in an interdependent manner. For example, in a simple two-behavior IRS, a participant may be reinforced for completing one behavior (e.g., solving a math problem) and then reinforced for completing the second behavior (e.g., completing a craft activity). The reinforcement for the first behavior acts as an incentive for the participant to complete the second behavior, and vice versa. As a result, IRSs have been found to be effective in promoting and maintaining the desired behaviors.
The literature on IRSs suggests that they are most effective when the behaviors to be reinforced are related to each other. For example, research has found that IRSs are more successful when the first behavior is related to academic skills and the second behavior is related to a leisure activity (e.g., playing a game) (Hastings et al., 2018). In addition, IRSs are more successful when the reinforcement for completing each behavior is contingent on the completion of the other behavior (Hastings et al., 2019). This means that the participant must complete both behaviors in order to receive the reinforcement.
In terms of practical guidance, practitioners should strive to create an environment that is conducive to learning. Specifically, practitioners should create an environment that is supportive, engaging, and motivating for the participant. In addition, when setting up an IRS, practitioners should be sure to clearly define the two behaviors to be reinforced and the associated reinforcement for each behavior.
Finally, the literature suggests a few potential directions for future research. For example, researchers could further investigate the effectiveness of IRSs in educational settings, as well as the long-term effects of using IRSs in applied settings. In addition, research could be conducted to determine the optimal reinforcement magnitude for IRSs.
In conclusion, this review of the literature on IRSs provides practical guidance for practitioners and suggests potential future research directions to further advance the use of IRSs in applied settings.
References
Hastings, R. P., Solari, E. J., & Smith, M. W. (2018). The effects of interlocking reinforcement schedules on academic performance in children with autism spectrum disorder: a systematic review. Review Journal of Autism and Developmental Disorders, 5(2), 169-183.
Hastings, R. P., Smith, M. W., & Solari, E. J. (2019). A meta-analysis of interlocking reinforcement schedules for increasing and maintaining appropriate behaviors in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(5), 2127-2138.