ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-185

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Multiple‐baseline and probe procedures are combined into a “multiple‐probe” technique. The technique is designed to provide a thorough analysis of the relationship between an independent variable and the acquisition of a successive‐approximation or chain sequence. It provides answers to the following questions: (1) What is the initial level of performance on each step in the training sequence? (2) What happens if sequential opportunities to perform each next step in the sequence are provided before training on that step? (3) What happens when training is applied? (4) What happens to the performance of remaining steps in the sequence as criterion is reached in the course of training each prior step? The technique features: (1) one initial probe of each step in the training sequence, (2) an additional probe of every step after criterion is reached on any training step, and (3) a series of “true” baseline sessions conductedjustbefore the introduction of the independent variable to each training step. Intermittent probes also provide an alternative to continuous baseline measurement, when such measurement during extended multiple baselines (1) may prove reactive, (2) is impractical, and/or (3) a stronga prioriassumption of stabilit

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-189

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

This study investigated the relationship between on‐task behavior and the academic performance of three low achieving and disruptive children in an elementary school special‐education class. A number of researchers have postulated that thedirectelimination of off‐task or disruptive behavior is a necessary prior requirement when increases in academic performance are sought in special‐education classrooms composed of low achievers with below‐average socioeconomic environments. The present research program investigated this issue and measured the incidence of on‐task behavior and its relationship to changes in the performance of a variety of academic tasks brought about by the opportunity to engage in daily free‐time activities. Three children from a class of eight “educably mentally handicapped” students were chosen as target subjects, as their repertoires seemed to be especially defective. These children were observed by the first author for 90‐minute sessions three days a week, and data regarding on‐task behavior were obtained by the use of an interval recording technique. In conjunction with the teacher, the first author also monitored the academic performance of the children in six structured activities—answer completion from boardwork instructions, task completion from handout assignments, comprehension of reading assignments and vocabulary recognition, accuracy of direction‐following to audiotaped instructions, quality of copied handwriting, and the matching of appropriate phonetic sounds to pictured objects and situations. Following baseline sessions during which both on‐task and academic performance was measured, several experimental sessions were conducted during which free‐time was given noncontingently. During these sessions, no reliable changes in student performance were observed. Subsequently, the teacher and experimenters defined a specified percentage of correct completion of each of the six categories of skill performance as necessary for the achievement of the free‐time reinforcer, during each experimental session. As a result, both the academic productivity and the on‐task measures of behavior were observed to increase, even though reinforcement was not directly contingent upon on‐task behavior. The subsequent reinstitution of noncontingent free‐time was followed by lower rates of both output and on‐task behavior. The final reintroduction of contingent free‐time for academic productivity again produced substantial increases in both work accomplished correctlyandon‐task behavior. Corresponding increases in productivity were noted for most nontarget children as well. While the present investigation has shown a high correspondence between productivity and on‐task behavior, we must keep in mind that on‐task behavior can be defined in many different ways. It remains possible that differences in the degree of correlation between outcome measures and the topography of “work” activity may relate to the degree to which the specific on‐task behaviors measured are actuallyrequiredfor the outcome behavior. The failure of many researchers to identify a direct relationship between “appearan

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-197

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

The effectiveness of a mastery criterion, lecture‐based training program for teaching behavior modification to sheltered workshop personnel was evaluated. Staff performance was assessed in terms of: (1) verbal proficiency, as determined from a pre‐ and posttraining written exam, and (2) application proficiency, as measured by the frequency and appropriateness of staff responses to client behaviors. A direct count was made of the number of positive, negative, and neutral statements following client appropriate and inappropriate behaviors, and the number and type of client behaviors ignored. Thus, it was possible to determine the extent of generalization from classroom to applied settings, as well as the appropriateness of lectures for training specific performance skills. Lecture units introduced stimulus control procedures, shaping‐chaining, and contingency management. Characteristic features of the training program were frequent testing, study objectives, immediate remediation, and contingent reinforcement. Verbal instruction was shown to be effective in improving subjects' verbal skills concerning behavior‐modification principles, while only partially effective in improving application skills. There was an increase in the total number of staff‐client interactions observed for all subjects, but only two of the response classes emphasized in the training program (reinforcing desirable client behavior and ignoring undesirable behavior) showed considerable improvement over pretraining levels. Despite this partial improvement, verbal instruction alone was shown to be insufficient for teaching the full range of behavior‐modification skills required to function effectively in appli

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-198

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

In token economies, we typically consider the instructional opportunities available during the periods of token delivery, but may overlook educational opportunities available at the time of token exchange. The present studies examined the use of labelled tokens and routines in the token exchange period to teach alphabet letter recognition to economically disadvantaged preschool children. The children earned points for a variety of academic behaviors in an early morning classroom setting. At no time were alphabet letters introduced or taught during class. Later, during a midmorning token exchange period, operated according to a department store model, the children were given their points in the form of poker chips inscribed with upper‐case alphabet letters. They were required to discriminate among these lettered chips before exchanging them for backup reinforcers sold in four or five stores. To assess alphabet letter knowledge, probe evaluations were periodically conducted in which questions requiring alphabet letter recognition and labelling were asked. The answers to these questions were not reinforced. Alphabet letter training during token exchange periods consisted of having a child display the lettered chips, whereupon a teacher asked a number of recognition‐type questions. Wrong answers were corrected, and correct answers praised. The child was allowed to exchange the tokens when the number required for a purchase had been recognized correctly. The periodic probe evaluations revealed consistent increases in correct alphabet letter recognition and, as a byproduct, alphabet labelling was facilitated, even though not explicitly trained. Thus, once the letters were recognized, correct labelling shortly followed. The sequential training of new sets of letters was used to demonstrate experimental control within subjects for two children. A control for exposure to the letters was provided by using the labelled tokens, but requiring the counting of chips rather than letter discrimination in the exchange period for two other children. This procedure produced chance levels of letter recognition, which were subsequently improved when the discrimination procedure was added. Posttraining probes, conducted at one and three weeks after training when the labelled tokens and discrimination routines were no longer in use, revealed the same high levels of recognition and labelling performance found during training. Thus, it appears that labelled tokens may be used to teach discriminations during token exchange periods so long as responses are differentiated on the basis of relevant dimensions of the stim

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-199

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-200

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY