Increasing Toy Engagement via Response Disequilibrium Theory: A Systematic Replication

Abstract

Response disequilibrium theory suggests that a response deficit in a contingent activity (e.g., iPad time) can increase engagement in an instrumental activity (e.g., work completion) to access the contingent activity. The purpose of the current study was to conduct a systematic replication of Falligant and Rooker The Psychological Record, 71, 307–311, (2021) to further demonstrate the generality and applicability of this approach in clinical contexts. Results of the current study align with prior research demonstrating the ability of the disequilibrium approach to quantify the magnitude and direction of predicted change in instrumental activities based on measures of free operant baseline responding. We discuss study findings from a practical standpoint and offer recommendations for future research on the use of response disequilibrium theory for increasing instrumental activities in clinical practice and research.