Teacher-control versus student-control over choice of task and reinforcement for students with severe behavior problems

Cosden, Merith; Gannon, Christy; Haring, Thomas G.

doi:10.1007/bf02110212

Cited by 50 publications

(48 citation statements)

References 16 publications

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“…Kennedy and Haring (1993) examined the effects of choice on participation in leisure activities and observed higher levels of participation when individuals with profound multiple handicaps could choose from among available activities than when peers or experimenters selected the activities. Similar outcomes have been found with developmentally normal children (e.g., Cosden, Gannon, & Haring, 1995;Dunlap et al, 1994;Dunlap, Kern-Dunlap, Clarke, & Robbins, 1991;Harding, Wacker, Cooper, Millard, & Jensen-Kovalan, 1994).…”

supporting

confidence: 80%

Effects of Reinforcement Choice on Task Responding in Individuals With Developmental Disabilities

Lerman

Iwata

Rainville

et al. 1997

J of App Behav Analysis

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The effects of reinforcement choice on task performance were examined with 6 individuals who had been diagnosed with severe to profound mental retardation. Five highly preferred items were identified for each participant via stimulus preference assessments. Participants then were exposed to choice and no-choice conditions that were alternated within reversal and multielement designs. During choice sessions, participants were permitted to select between two preferred stimuli contingent on responding. During nochoice sessions, the therapist delivered a single item contingent on responding. Preference for the stimuli was held constant across conditions by yoking the items delivered during no-choice sessions to those selected during the immediately preceding choice sessions. All participants exhibited similar rates of responding across choice and no-choice conditions. These findings indicate that for individuals with severe disabilities, access to choice may not improve task performance when highly preferred items are already incorporated into instructional programs.

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supporting

confidence: 80%

Effects of Reinforcement Choice on Task Responding in Individuals With Developmental Disabilities

Lerman

Iwata

Rainville

et al. 1997

J of App Behav Analysis

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show abstract

“…For example, teachers can provide students with multiple options for assignments with the same difficulty (Powell & Nelson, 1997) or allow students to choose the order in which they complete tasks (Kern, Mantegna, Vorndran, Bailin, & Hilt, 2001). Cosden, Gannon, and Haring (1995) found greater effects for a combination of the choice of the task and the reward compared to the choice of the task or reward alone. Preference, on the other hand, promotes engagement in activities that are more reinforcing or liked by the child (Morgan, 2006).…”

Section: Desirable Tasksmentioning

confidence: 96%

Differentiating Tier 2 Social Behavioral Interventions According to Function of Behavior

Reinke

Stormont

Clare

et al. 2013

Journal of Applied School Psychology

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“…Additionally, studies have shown that providing choices is effective across tasks in- Skinner,Wallace,and Neddenriep 53 cluding textbook assignments, spelling seatwork, and storybook reading (Cosden et al, 1995;Dunlap, Kern-Dunlap, Clark, & Robbins, 1991;Dunlap et al, 1994;Dyer, Dunlap, & Winterling, 1990). These studies suggest that choice-making as an antecedent intervention has several practical applications for educators.…”

Section: Application Of Providing Assignment Choicesmentioning

confidence: 98%

Academic Remediation: Educational Applications of Research on Assignment Preference and Choice

Skinner

Wallace

Neddenriep

2002

Child & Family Behavior Therapy

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Within educational settings students can choose to engage in assigned academic activities or other, sometimes disruptive behaviors. In the current paper recent research on assignment preference, choice, and choosing is reviewed. Results of these studies show how educators can enhance students' academic behaviors (e.g., on-task behavior), decrease disruptive behaviors, and improve academic performance by (a) allowing students to choose assignments, (b) assigning higher preference academic activities, (c) strengthening reinforcement for engaging in academic activities, and (d) altering assignments to make them more acceptable to students.

show abstract

Teacher-control versus student-control over choice of task and reinforcement for students with severe behavior problems

Cited by 50 publications

References 16 publications

Effects of Reinforcement Choice on Task Responding in Individuals With Developmental Disabilities

Effects of Reinforcement Choice on Task Responding in Individuals With Developmental Disabilities

Differentiating Tier 2 Social Behavioral Interventions According to Function of Behavior

Academic Remediation: Educational Applications of Research on Assignment Preference and Choice

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