Optimizing Dimensions of Reinforcement

Not Applicable

Recruiting

• Conditions: Intellectual Disabilities (F70-F79); Autism

• Registration Number: NCT07137273
• Lead Sponsor: Auburn University

Brief Summary

This study is designed to better understand how certain features of reinforcement affect learning and motivation in individuals with intellectual and developmental disabilities (IDD). Participants will take part in a series of structured teaching sessions that involve simple tasks and reward-based feedback. By changing the timing and amount of rewards, we aim to learn how these factors influence the ability to acquire and maintain new skills. This information may help improve behavioral interventions for individuals with IDD in the future. The study does not involve medications or procedures intended to change participants' health status.

Detailed Description

This study examines how key parameters of reinforcement-specifically the timing and amount of rewards-affect learning, motivation, and performance in individuals with intellectual and developmental disabilities (IDD). The experimental design is informed by the Mathematical Principles of Reinforcement (MPR), a quantitative framework for understanding the relationship between reinforcement schedules and behavior.

Participants will complete tabletop tasks in a controlled setting. Tasks are designed to be simple and accessible, such as pressing a button or selecting a picture, and correct responses will earn small rewards. Across sessions, we will systematically vary reinforcement parameters, including inter-reinforcement interval and reinforcer magnitude, to evaluate their effects on response rate, accuracy, and persistence.

This is a Basic Experimental Studies with Humans (BESH) clinical trial, meaning the interventions are intended to understand fundamental behavioral processes, not to produce direct clinical benefit. The data will be analyzed using statistical models derived from MPR to identify which reinforcement dimensions are most effective in maintaining high rates of responding. The results may help refine behavior intervention strategies for individuals with IDD by providing an evidence-based understanding of how to optimize reinforcement delivery.

Study Timeline

• Study Start: 2024-10-07
• Status Verified: 2025-08
• Study First Submitted: 2025-08-15
• Study First Submitted QC: 2025-08-15
• Last Update Submitted: 2025-08-21
• Study First Posted: 2025-08-22
• Last Update Posted: 2025-08-27
• Primary Completion: 2026-08
• Study Completion: 2026-08-01

Recruitment & Eligibility

• Status: RECRUITING
• Sex: All
• Target Recruitment: 30

Inclusion Criteria

At least 6 years of age

Documented neurodevelopmental condition

Engagement in problem behavior (e.g., aggression, self-injury, property destruction) that can be measured during study sessions

Ability to follow simple instructions

Ability to participate in tabletop choice-based tasks

Availability to complete all scheduled study sessions

Provision of informed consent by participant or legally authorized representative

Exclusion Criteria

Severe sensory or motor impairments that would prevent participation in tabletop tasks

Current or recent participation (within the past 30 days) in another interventional behavioral research study that could interfere with study outcomes

Medical or behavioral conditions judged by investigators to pose a safety risk or interfere with data collection

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: SINGLE_GROUP

Primary Outcome Measures

Name	Time	Method
Change in rate of behavior across schedules	3 months	Number of target responses allocated emitted during experimental sessions in which reinforcement parameters (e.g., schedule arrangement, magnitude, and probability) are systematically varied. This measure will be derived from response data recorded during operant conditioning tasks. Changes in allocation patterns will be compared across schedule conditions to assess the effect of reinforcement manipulations.

Trial Locations

Locations (3)

Center for Autism Research, Treatment, and Training; 🇺🇸 Auburn, Alabama, United States

Kennedy Krieger Institute; 🇺🇸 Baltimore, Maryland, United States

Oakland University; 🇺🇸 Rochester Hills, Michigan, United States