Manipulation & generalization of aversive functions in children: Implications for treatment

The study described below firstly analyzes the role of the generalization of functions in explaining childhood fears, and secondly, makes therapeutic proposals in accordance with this explanation. Utilizing videos to present the aversive stimuli, the formation of avoidance and approach responses was analyzed in 17 children aged 9-10. With three pre-existing stimulus classes (vowels, shapes, and colors), one element of each class was linked to a video with aversive, neutral, or reinforcing content respectively, according to the participant's assessment. After making sure that the functions were generalized to the rest of the elements of each class, three procedures for altering the functions of the aversive class were compared: 1) direct reinforcement of the aversive class, 2) coordination between the reinforcing and aversive classes, and 3) the inclusion of a value factor used in choosing the aversive class. The effect of each strategy was measured by the approach and avoidance responses of the participants. The results show the superiority of the third type of treatment in the alteration of participants' approach responses. The clinical implications and the characteristics of the procedures employed as alternatives to the traditional treatments in this field are discussed.