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Although individuals with autism spectrum disorder (ASD) tend to behave repetitively, certain reinforcement contingencies (e.g., lag schedules) can be used to increase behavioral variability. In a lag schedule, reinforcers only follow responses that differ from recent responses. The present study was designed to promote variable play behavior in preschoolers with ASD interacting with playsets and figurines and to assess preference for variability and repetition contingencies. Data have shown a preference for variability in pigeons and college students, but this effect has not been explored in clinical populations. In this experiment, preschoolers with ASD were taught to discriminate between variability and repetition contingencies. Only play behaviors that met a lag schedule were reinforced in the presence of one color, and only repetitive behaviors were reinforced in the presence of another. After differential performance was established, participants experienced a concurrent chains schedule. Participants chose between the colors taught in training and then completed a play session with the selected contingency. One participant selected variability and repetition equally. The other participants showed a slight preference for variability. These results indicate that some individuals with ASD may play repetitively, not because they prefer repetition, but because they require additional teaching to play variably. [ABSTRACT FROM AUTHOR]

There is disagreement about how to characterize the environment-behavior relations involved in the reinforcement of behavioral variability. The present research examined some of these issues using food-maintained, 4-peck sequences in pigeons. Experiment 1 evaluated the claim that behavioral variability is not reinforced directly but, rather, is the byproduct of changing over within sequences. Considerably higher levels of behavioral variation occurred under a relative-frequency threshold contingency than under a contingency that required a changeover but not variability per se. These results are consistent with the argument that behavioral variability is reinforced directly. Experiment 2 assessed the effects on variation levels of manipulating inter-trial and inter-response intervals. Variability increased with longer inter-response intervals but not with longer inter-trial intervals. These results are consistent with multiple explanations, including the notion that remembering past behavior interferes with the emission of reinforced variation. Consequently, Experiment 3 examined more directly the relation between remembering and reinforced variation. Variation levels were not affected by a concurrent contingency that encouraged pigeons to remember their past behavior. The implications of this research are presented in the context of working towards an understanding of the environment-behavior relations involved in the reinforcement of behavioral variability. [ABSTRACT FROM AUTHOR]