Abstract
The efficacy of a positive reinforcement contingency procedure was evaluated in the treatment of a 6-year old boy with reluctant speech. The intervention was conducted in the kindergarten classroom and the teacher served as therapist. Using an ABABB' single case experimental design, positive reinforcement was found to be effective for increasing the child's verbal responsiveness. At a 1-year follow-up, therapeutic benefits were maintained at an optimal level. The present results bring support to the use of reinforcement procedures in the case of reluctant speech.
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