| Abstract: A contingent and non-contingent reinforcement procedure was implemented to increase the cooperative play of a young student with autism. A design incorporating a non-contingent reinforcement reversal design was chosen to explore the effects of the treatment utilizing contingent reinforcement in tandem with modeling and shaping. During treatment, the student was given contingent reinforcement, non-contingent reinforcement, cooperative play, during sensory time. The contingent reinforcement was utilized in tandem with modeling and shaping. The results of the study indicated that the effects of the contingent reinforcement increased cooperative play from 3.5% during baseline to 72% during treatment. The results of this study support those of other researchers showing that presenting social stimulation as a consequence of behaviors of preschool children has successfully increase the desired target behaviors. The social and educational significance of the study is evident with the increase in the student's cooperative play as well as the student's social interaction with peers. |