INTERACTIONS BETWEEN TEACHER GUIDANCE AND CONTINGENT ACCESS TO PLAY IN DEVELOPING PREACADEMIC SKILLS OF DEVIANT PRESCHOOL CHILDREN1
作者:
Trudylee G. Rowbury,
Ann M. Baer,
Donald M. Baer,
期刊:
Journal of Applied Behavior Analysis
(WILEY Available online 1976)
卷期:
Volume 9,
issue 1
页码: 85-104
ISSN:0021-8855
年代: 1976
DOI:10.1901/jaba.1976.9-85
出版商: Blackwell Publishing Ltd
关键词: activities;attention;reinforcement criteria;DRO;natural reinforcers;teacher attention;tokens;preschool children
数据来源: WILEY
摘要:
Token‐mediated access to play and snacks was made contingent on completion of academic tasks in the Baseline Experiment. This contingency produced stable completion rates that were subsequently doubled, and then tripled, for four deviant children in a special preschool. A reversal design demonstrated that the contingency was functional in maintaining the children's rates of task completion. The Guidance Experiment examined the role of a social event, teacher guidance, in the acquisition of task‐completion skills, in a multiple‐baseline‐across‐tasks design (with reversals). The analysis demonstrated that teacher guidance was an important supplement to the token‐mediated contingency in establishing significant increases in task completions for a second group of three deviant children in the special class. The importance of teacher guidance was related to the difficulty level of the child
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