However when the child isolated herself or would

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would be provided reinforcement by the adults in the nursery. However, when the child isolated herself or would attempt to enage with an adult she would be ignored. Therefore Phase 3, the data that was provided in this journal article, shows that the child was spending 60% of her time with her peers and only 15% of her time with adults ( Leitenberg, 1973). In order to prove that the adult praise/attention was the reason for the change, a reversal was established which consisted of only providing attention to student when she was in isolated behavior. Therefore, within phase 3 of the reversal period the child tried to get back to the positive interaction with the adults rather than her peers. In the final stage of Phase 4, Phase 2 was repeated. This phase showed that when the child was given praise from adults her social interaction with her peers increased. But, when the child began to separate herself she was ignored by the adults, which ended up stopping the child from engaging in the isolated behavior and facilitated the peer interaction, as stated by Figure 1 ( Leitenberg, 1973). Alayna Pasztalaniec Reference Leitenberg, H. (1973). The use of single-case methodology in psychotherapy research. Journal of Abnormal Psychology , 82 (1), 87–101.
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  • Fall '16
  • Dr. Patty Weigand
  • Psychology, reversal design, 4-year-old child, Leitenberg

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