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Abstract
This study explored how baseline reinforcement history affects skill acquisition during intervention. Four master’s students in an applied behavior analysis program (ABA) participated in a nonconcurrent multiple probe design with an embedded adapted alternating treatments design, comparing FR1 praise versus no feedback baselines before an intervention with FR1 praise. Participants completed worksheets and were scored on accuracy of receptive identification of countries’ capitals. Researchers analyzed the data via visual inspection and linear regression. Baseline FR1 conditions showed gradual upward trends, while baseline no feedback was flat or declined, and intervention showed mastery with steep upward trends. Results suggest FR1 history supported steady acquisition, whereas no feedback to FR1 praise amplifies intervention effects, potentially confounding efficacy by blending reinforcement onset with intervention changes. This highlights the importance of considering baseline reinforcement contingencies due to their impact on learning history when conducting single case research.