The value-added benefits of young childrens response-contingent learning wereexamined in a study of three children (2 females, 1 male) with multiple disabilities andprofound developmental delays. Contingency learning games were used to increasechild operant responding, and both the childrens and their teachers concomitantsocialemotional behavior associated with operant responding were mapped onto childlearning. Results showed that the learning games promoted child learning and thatcollateral child and teacher behavior were predictably associated with operantresponding. The manner in which the findings extend the results from previous researchare described.

Response-contingent stimulation, learning games, operant behavior, socialemotional behavior.