Interactions Between Teacher Guidance and Contingent Access to Play in Developing Preacademic Skills of Deviant Preschool Children1

Rowbury, Trudylee G.; Baer, Ann M.; Baer, Donald M.

doi:10.1901/jaba.1976.9-85

Cited by 12 publications

(10 citation statements)

References 40 publications

(52 reference statements)

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“…bury, Baer, & Baer, 1976), and pacing of instructions (Carnine, 1976;Koegel, Dunlap, & Dyer, 1980) are often used by teachers during academic instruction.…”

mentioning

confidence: 99%

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

Singh

1984

J of App Behav Analysis

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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,

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“…bury, Baer, & Baer, 1976), and pacing of instructions (Carnine, 1976;Koegel, Dunlap, & Dyer, 1980) are often used by teachers during academic instruction.…”

mentioning

confidence: 99%

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

Singh

1984

J of App Behav Analysis

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“…ESSA BEHAVIOR ANALYSIS RESEARCH et al, 1974). Studies in which involvement in academic activities was increased used access to desired activities as rewards Miller & Schneider, 1970;Rowbury et al, 1976). Modification of social behavior research, on the other hand, employed social reinforcers almost exclusively (e.g., Allen et al, 1964;Pinkston et al, 1973;Strain & Timm, 1974).…”

Section: Discussionmentioning

confidence: 99%

“…An example is the research in which study behavior was increased (e.g. Bushell et al, 1968;Rowbury et al, 1976). Extrinsic reinforcement in the form of tokens did not seem to be replaced by any intrinsic or environmental reinforcers in these studies.…”

Section: Maintenance and Generalizationmentioning

confidence: 93%

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The Preschool: Setting for Applied Behavior Analysis Research

Essa

1978

Review of Educational Research

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The nursery school . . . is a school serving the needs of two-, three-, and four-year-old children in today's world by offering them experiences adapted to what is now known about growth needs of these age levels. It shares with parents the responsibility for promoting sound growth and learning in a period when growth is rapid and significant. Respect for the individual child and his needs is the basis for a good nursery school program.-Read, The Nursery School, p. 24-[There are] four functions of the teacher of young children: care-taking, providing emotional support and guidance, instructing, and facilitating. -Almy, The Early Childhood Educator at Work, p. 21-We in child development and early childhood education [have as] our goal.. .to develop optimum personal competence in all children. -Hildebrand, Guiding Young Children, p. 15-[T]he teacher must attempt to build an educational climate that enhances the children's development and whets their appetite for further learning. The milieu must also nourish and sustain emotional health, encourage physical growth and muscular prowess, foster satisfying social interactions, enhance creativity, develop language skills, and promote the development of mental ability. Moreover, this must all be garbed in an aura of happiness and affection in order to establish that basic feeling of well-being, which is essential to successful learning.

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“…This resulted in increased engagement in the avoided area and reduced the number of task switches (Jacobson, Bushell, & Risley, 1969;Rowbury, Baer, & Baer, 1976).…”

Section: Adjust Activities By Changing the Rules Of Access To Particumentioning

confidence: 99%

Current Practices with Young Children Who Have Disabilities: Placement, Assessment, and Instruction Issues

Wolery¹,

Werts²,

Holcombe³

1994

focusXchild

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Interactions Between Teacher Guidance and Contingent Access to Play in Developing Preacademic Skills of Deviant Preschool Children1

Cited by 12 publications

References 40 publications

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

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

The Preschool: Setting for Applied Behavior Analysis Research

Current Practices with Young Children Who Have Disabilities: Placement, Assessment, and Instruction Issues

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