A common method is delay fading, which involves gradually increasing the amount of wait time ( Ferster, 1953 Fisher, Thompson, Hagopian, Bowman, & Krug, 2000 Schweitzer & Sulzer-Azaroff, 1988). In both basic and applied research, several procedures have been evaluated to enhance self-control. Third, previous research has shown that self-control in early childhood is correlated with academic, social, and coping skills in adolescence ( Mischel, Shoda, & Peake, 1988 Mischel, Shoda, & Rodriguez, 1992). These common situations in which reinforcement is delayed may evoke problem behavior (e.g., inappropriate vocalizations). For example, a child may be required to wait for a teacher's attention until the teacher has finished talking to another person or may be required to wait to go outside until the scheduled recess. Second, children often encounter situations throughout the day in which they cannot have immediate access to certain items, activities, or interactions. ![]() Alternatively, exhibiting self-control and waiting for one's turn may result in extended access to toys because they are less likely to be removed by a caregiver. For example, exhibiting impulsive behavior by stealing toys may result in only brief access to toys because caregivers are likely to remove the stolen toys and give them back to the child from whom they were stolen. First, self-control may result in access to more preferred items, activities, and interactions ( Hanley, Heal, Tiger, & Ingvarsson, 2007 Mischel, Ebbesen, & Zeiss, 1972 Schweitzer & Sulzer-Azaroff, 1988). Establishing or enhancing self-control might be important for several reasons. Some young children exhibit impulsive behavior (i.e., choosing a smaller but immediate reinforcer over a larger but delayed reinforcer), whereas others exhibit self-control (i.e., choosing a larger but delayed reinforcer over a smaller but immediate reinforcer).
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