Behavior Analysis Procedures in Classroom Teaching

We examined the effects of goal setting and contingency contracting on children's homework performance. Subjects were 4 parent-child dyads in which the child exhibited substantial homework problems. Using a combination of multiple baseline and reversal (ABAB) designs, goal setting and contingency contracting produced significant improvements in children's homework accuracy. Two of the 4 subjects showed substantial improvements in on-task behavior. Consumer satisfaction with the procedures was supported by parent ratings conducted posttreatment.

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confidence: 99%

The Use of Goal Setting and Contingency Contracting for Improving Children's Homework Performance

Miller

Kelley

1994

“…Proponents of self-monitoring academic outcome, on the other hand, question the link between on-task behavior and achievement and cite research indicating that targeting productivity or accuracy is more likely to affect academic responding (e.g., Hoge & Andrews, 1987;Klein, 1979;Petersen & Swing, 1982;Ruggles & LeBlanc, 1985;Treiber & Lahey, 1983). They reason that if increases in on-task behavior are independent of achievement, self-monitoring interventions should focus on active academic responding (Graden, Thurlow, & Ysseldyke, 1983).…”

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confidence: 99%

Differential Effects of Self‐monitoring Attention, Accuracy, and Productivity

Maag¹,

Reid²,

DiGangi³

1993

Effects of self-monitoring on-task behavior, academic productivity, and academic accuracy were assessed with 6 elementary-school students with learning disabilities in their general education classroom using a mathematics task. Following baseline, the three self-monitoring conditions were introduced using a multiple schedule design during independent practice sessions. Although all three interventions yielded improvements in either arithmetic productivity, accuracy, or on-task behavior, self-monitoring academic productivity or accuracy was generally superior. Differential results were obtained across age groups: fourth graders' mathematics performance improved most when self-monitoring productivity, whereas sixth graders' performance improved most when selfmonitoring accuracy. DESCRIPTORS: learning disabled, self-monitoring Self-monitoring procedures have been applied to diverse populations and behaviors (Mace & Kratochwill, 1988). These interventions offer an acceptable alternative to more intrusive procedures (Lloyd & Landrum, 1990;Roberts & Nelson, 1981) and are useful with atypical learners to decrease direct teacher intervention and to improve academic performance. Numerous studies have shown that self-monitoring either attention or academic responding increases on-task behavior (e.g., Blick & Test, 1987;DiGangi, Maag, & Rutherford, 1991;Hallahan, Lloyd, Kosiewicz, Kauffman, & Graves, 1979;Harris, 1986). However, it remains undear which of the variables in self-monitoring best promotes academic gains (Hallahan & Sapona, 1983;Harris, 1986;Lloyd & Landrum, 1990;Snider, 1987).Advocates of self-monitoring attention stress its simple and practical nature (Lentz, 1988 that any differential effects between the two variables are too small to influence academic achievement (Hallahan & Sapona, 1983;Lloyd, Bateman, Landrum, & Hallahan, 1989;Lloyd & Landrum, 1990). Proponents of self-monitoring academic outcome, on the other hand, question the link between on-task behavior and achievement and cite research indicating that targeting productivity or accuracy is more likely to affect academic responding (e.g., Hoge & Andrews, 1987;Klein, 1979;Petersen & Swing, 1982;Ruggles & LeBlanc, 1985;Treiber & Lahey, 1983). They reason that if increases in on-task behavior are independent of achievement, self-monitoring interventions should focus on active academic responding (Graden, Thurlow, & Ysseldyke, 1983).Only five studies have examined the differential efficacy of self-monitoring attention versus academic outcome (Harris, 1986;Lloyd et al., 1989; Reid & Harris, in press;Roberts & Nelson, 1981;Rooney, Polloway, & Hallahan, 1985). All studies reported increased on-task behavior for both selfmonitoring approaches; neither form of self-monitoring emerged as dearly superior. Lloyd et al. (1989), Rooney et al. (1985), and Roberts and Nelson (1981) Leary, 1979).The present study compared the effects of selfmonitoring attention, academic productivity, and academic accuracy on mathematics performance. Content difficulty was control...

“…Procedures most frequently used to change student performance have involved the manipulation of consequent stimuli (Ruggles & LeBlanc, 1982). Student performance in a wide range of academic subjects has been enhanced through direct reinforcement of correct responding,…”

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confidence: 99%

“…The results, which were consistent across all four children, showed that reading proficiency can be increased by manipulating antecedent stimulus events prior to oral reading.Although the majority of applied behavioral research in the classroom has dealt with the management of student behavior, a few studies have focused on the enhancement of academic achievement. Procedures most frequently used to change student performance have involved the manipulation of consequent stimuli (Ruggles & LeBlanc, 1982). Student performance in a wide range of academic subjects has been enhanced through direct reinforcement of correct responding,…”

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confidence: 99%

Antecedent Control of Oral Reading Errors and Self‐corrections by Mentally Retarded Children

Singh

1984

Academic behaviors can be enhanced through the manipulation of either consequent or antecedent stimuli. In this study, we evaluated the effects of manipulating two antecedent stimulus events with respect to oral reading errors and self-corrections of four mentally retarded children. Using an alternating treatments design, the effects of previewing the target text and previewing an unrelated text were evaluated against no-previewing. In the first previewing condition, the teacher discussed the target text with the children before they were required to read it orally. The same procedure was used in the other previewing condition but with the provision that an unrelated text was previewed. Oral reading errors decreased and self-corrections increased when the children previewed the target text with their teacher before reading it orally. No changes were observed as a result of implementing the other two procedures, previewing an unrelated text and no-previewing. The results, which were consistent across all four children, showed that reading proficiency can be increased by manipulating antecedent stimulus events prior to oral reading. DESCRIPTORS: oral reading, self-corrections, antecedent control, retarded childrenAlthough the majority of applied behavioral research in the classroom has dealt with the management of student behavior, a few studies have focused on the enhancement of academic achievement. Procedures most frequently used to change student performance have involved the manipulation of consequent stimuli (Ruggles & LeBlanc, 1982). Student performance in a wide range of academic subjects has been enhanced through direct reinforcement of correct responding,