Response Elimination in Elementary and Special Education School Children

Abstract

Elementary and special education students received training on a variable-ratio reinforcement schedule and were then switched to one of three response-elimination procedures: extinction training, omission training, or gradual omission training. Omission training eliminated responding more effectively than did extinction training; however, the gradual omission training procedure reduced responding more rapidly and efficiently than did either omission training or extinction training. These results occurred in both subject populations.