Applications of the Premack Principle: A Review of the Literature
Abstract
The Premack principle states that any Response A can reinforce any other Response B if the independent rate of A is greater than the independent rate of B. This theory demonstrates reinforcer relativity, where the relative probabilities of responses can be more impactful than preference. Applying the Premack principle involves arranging the environment to restrict access to certain responses based on relative probabilities of a set of given responses. Though the Premack principle is described in modern behavior analytic texts, Konarski et al. identified a lack of empirical evidence to support its application. The purpose of the current paper is to systematically review the extant literature using the Premack principle and evaluate how and if researchers have applied reinforcer relativity as described by Premack and the subsequent effectiveness of these procedures. Additionally, we make recommendations for practitioners and future researchers based on our findings.
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References
References marked with an asterisk indicate studies included in the review.
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Biographies
Jessica L. Herrod is a doctoral candidate at the University of Georgia in the Department of Communication Sciences and Special Education and Behavior Analyst at the University of Georgia Center for Autism and Behavioral Education Research. Her research interests include the evaluation of evidence-based practices in applied settings for students with developmental and intellectual disabilities.
Sara Kathryn Snyder is a doctoral student in Special Education with an emphasis in Applied Behavior Analysis at the University of Georgia as well as a Behavior Analyst at the University of Georgia Center for Autism and Behavioral Education Research. Her research interests include function-based assessment and classroom-based treatment for challenging behavior for students with autism and intellectual disabilities.
Joseph B. Hart is pursuing his Ph.D. in special education at the University of Georgia. His research interests include behavior analysis in schools and the assessment and treatment of severe problem behavior. He is also a Behavior Analyst at the University of Georgia Center for Autism and Behavioral Education Research.
Sarah J. Frantz was a student and behavior specialist at the University of Georgia. She currently is pursuing operational excellence for a private organization specializing in Applied Behavior Analysis for children with autism.
Kevin M. Ayres is a professor at the University of Georgia in the Department of Communication Sciences and Special Education and the Co-director of the University of Georgia Center for Autism and Behavioral Education Research.
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Article first published online: March 31, 2022
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