Systematic Probability Reversal and Control of Behavior Through Reinforcement Menus

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Reinforcement menus were used to change response probabilities while maintaining control over academic task performance in 2 mentally retarded females classed as trainable. The Ss were allowed to engage in a high probability behavior after successfully completing fixed units of reading or arithmetic tasks. After stable responding was attained, 4 additional menus were sequentially presented to approximate low probability behavior increasingly (fading). Task time and response duration reached asymptotic values and remained at baseline values throughout menu fading. After menu fading, Ss performed reading and arithmetic tasks to participate in reinforcers which simulated these academic tasks.