Goal setting, responsibility training, and fixed ratio reinforcement: Ten-month application to students with emotional disturbance in a public school setting

Abstract

Reviews of treatment strategies for students with emotional disturbance (ED) have noted that most studies (a) do not involve entire classes or groups of classes, (b) are not conducted in public schools, and (c) do not report data for an entire 10-month school year (September to June). This study applied goal setting (GS), responsibility training (RT), and fixed ratio reinforcement (FRR) to three classes of students with ED in a public elementary school from September to June. GS included daily, weekly, and monthly goals for behavior and work earnings mints). RT included a level system with different reinforcers and privileges for each level, and nonisolated time out with problem solving. FRR included reward contingencies for behavior and work earnings. Data for 10 months indicated that (a) goals were consistently earned at high levels, (b) the percentage of students attaining higher RT levels progressively increased, and (c) time-out levels progressively decreased, with yearend spikes below prior peak levels. Findings supported the use of GS, RT, and FRR for students with ED in public school to encourage appropriate behavior and work effort over 10 months. Method limitations and research implications are discussed.The author is grateful for the dedication and assistance of the BOCES staff involved in this project: Nancy

Parent Perspectives on Inclusive Education in Rural Alberta, Canada

“…Finally, parents reported seeing students develop a sense of responsibility and ownership in their own education as important. There is evidence in the literature to suggest that encouraging students to take responsibility for their own learning and actions improves the academic and social behaviours of a wide range of students with exceptionalities (Morocco, Clay, Parker, & Zigmond, 2006;Rogers, 1994;Ruth, 1994) and may be the reason for parents indicating that this is an important characteristic of successful inclusion. By engaging students in their own learning, parents may see students feel more in control of their own behaviours (Ruth, 1994).…”

“…There is evidence in the literature to suggest that encouraging students to take responsibility for their own learning and actions improves the academic and social behaviours of a wide range of students with exceptionalities (Morocco, Clay, Parker, & Zigmond, 2006;Rogers, 1994;Ruth, 1994) and may be the reason for parents indicating that this is an important characteristic of successful inclusion. By engaging students in their own learning, parents may see students feel more in control of their own behaviours (Ruth, 1994). In addition to the literature above that suggests that students with disabilities who graduate from inclusive schools are better equipped to transition into adult life than those from segregated settings (e.g., Alper & Ryndak, 1992), the current results suggest that PHRD parents of children with and without exceptionalities view this as a significant result of inclusive education.…”

Transfiguring it Out

“…• Goal setting can enhance students' self-confidence and promote failure avoidance behavior rather than failure acceptance (Martino, 1993). • Goal setting improves responsible student behavior and promotes self-understanding (Luckner, 1994;Ruth, 1994).…”

“…• Students need to receive explicit instruction in goal setting to be successful (Graham, Harris, & Reid, 1992;Laase, 1996). • Goal-setting activities are an appropriate and effective instructional technique for students with varying abilities and disabilities (e.g., mental retardation, learning disabilities, emotional and behavioral disorders, and gifted and talented; Carroll & Christenson, 1995;Cole & Gardner, 1988;Fulk, 1992;Grossi & Heward, 1998;Ruth, 1994). • Students' direct involvement in goal-setting activities increases their level of satisfaction (Barbrack & Maher, 1984).…”