Reinforcement Effects on the I.Q. Scores of Institutionalized Children and Adults with Developmental Disabilities
Date of Award
Master of Arts
Dr. Jack L. Michael
Dr. Paul Mountjoy
Dr. David Lyon
Masters Thesis-Open Access
Eighteen institutionalized school-age and adult subjects with severe/profound developmental disabilities were evaluated for the effects of self-selected reinforcement for correct responding on their I.Q. scores when tested with the Stanford-Binet Intelligence Scale (Terman & Merrill, 1960) or the Leiter International Performance Scale (Arthur, 1952). Subjects were tested under both standard and reinforcement conditions. The results indicated that overall, subjects when tested under reinforcement conditions showed a significant increase in mean I.Q. scores when compared with the same subjects tested one month previously under standard conditions. Several features of the data reveal intriguing results with regard to subjects and related preexisting or predetermined variables, including age, psychotropic medication, and test type. Results and implications of the data for I.Q. testing of institutionalized severely and profoundly retarded individuals were discussed.
Lewis, Jody Robin, "Reinforcement Effects on the I.Q. Scores of Institutionalized Children and Adults with Developmental Disabilities" (1991). Masters Theses. 988.
Educational Assessment, Evaluation, and Research Commons, Psychoanalysis and Psychotherapy Commons, Special Education and Teaching Commons