摘要:

This study investigated possible factors in promoting racial integration, a matter of practical concern in schools today. Specifically, the effect of social and tangible reinforcement was studied on the social integration of five black children in a predominantly white classroom. “Sitting and seating with a new friend” in the school cafeteria was manipulated by (a) teacher directive combined with reinforcement and (b) by positive reinforcement alone. Treatment effectiveness was studied in the cafeteria and as generalization effects to a free‐play period. The results indicated that reinforcement produced significant generalization to integrated free play, although intersubject variability was present. Evidence suggests that reinforcement techniques can be used effectively to promote social integr

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-193

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Anal sphincter pressure in a 13‐yr‐old encopretic boy was modified by reinforcing increases in pressure exerted on a fluid‐filled balloon inserted into the rectum. It was found that pressure changes were a function of the reinforcement schedule and that baseline levels (resting pressure) during extinction conditions tended to increase throughout the exper

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-201

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

The blockbuilding behavior of three preschool girls was analyzed in terms of the forms manifest in any completed block construction, and found to contain few different forms in baseline sessions. Social reinforcement, given contingent on the production of any form not previously constructed within the current session (i.e., every first appearance of any form within a session was reinforced but no subsequent appearances of that form within that session were), increased the number of different forms built per sessions. Social reinforcement, given for all second and later appearances within the session, decreased the number of different forms built per session. Furthermore, it was found that new forms (forms never seen before in the child's total prior sequence of blockbuilding sessions) emerged at higher rates during periods of reinforcement of different forms (first appearances) than during periods of baseline or reinforcement of same forms (second and later appearances).

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-209

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

A stuttering therapy program in which adult stutterers were hospitalized and treated in small groups (n = 4) under token economy conditions is described. The Token System reinforced reductions and penalized increases in stuttering during conversation. The therapy program was divided into three stages. Initially, subjects were treated by the token system, which was then integrated with a delayed auditory feedback schedule designed to instate and shape a prolonged speech pattern into normal fluent speech. Finally, subjects passed through a speech situation hierarchy while under token control conditions. Experiments conducted in the first two stages of treatment are described. The first‐stage experiments examined the design of the token system; the second‐stage experiment assessed the effect of a contingent punishment schedule integrated with the delayed auditory feedback procedure in order to shape rate of speaking as well as flue

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-219

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

This study investigated the effects of systematic training on the oral reading rate of four hard‐of‐hearing children. In training, systematic increases in pulsing rate of a vibrotactile stimulus were arranged. The children received points, exchangeable for money when their reading rate equalled the pulse rate of the stimulus. The training procedure was effective in increasing the oral reading rate in all children. Generalized increases in reading rate on untrained word lists, sentences, and paragraphs were also obser

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-231

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

This experiment was designed to compare the effects of contingent reinforcement under conditions of self‐determined and externally imposed performance standards. A major purpose was to examine the maintenance of self‐imposed performance standards over time. Children in one contingent reinforcement condition self‐determined their academic performance standards. The same performance standards were externally imposed upon children in a second contingent reinforcement condition who were yoked to subjects in the first condition. Children in a no‐reinforcement control condition performed in the absence of external reward. Behavioral productivity of the self‐determination condition was greater than that of the no‐reinforcement condition. Further, no attenuation of the efficacy of contingent reinforcement occurred when performance standards were self‐determined rather than externally imposed. Over six sessions, children became progressively more lenient in their self‐imposed performance demands in the absence of soci

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-241

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

The effectiveness of a token economy system in producing improvement in the academic performance of children with Down's syndrome was tested. One group of seven children received token reinforcement for correct responses and showed significant improvement both in arithmetic and language. A second matched group of six children received only verbal praise for correct responses to the same instructional materials and failed to improve in arithmetic but showed significant gains in language. Re‐test scores one year later revealed that the Token Group maintained its gains in both subjects whereas the language performance of the No‐Token Group showed a significant decl

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-251

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

A series of five experimental conditions were designed to investigate the influence of minimum performance criteria and grade labels on college student academic performance. A college course in abnormal psychology was taught in an individualized manner so that each student could perform on each unit of subject matter in individual performance sessions whenever he wished. In each of the five experiments the minimum performance criteria that had to be attained before progressing to the next unit were varied during the quarter and the resulting changes in performance were recorded. In Experiment I there were no criteria; in Experiments II, III, and IV three levels of criteria (High, Medium, and Low) were varied but all of the criteria defined a course grade of “A”. In Experiment V, the three criteria defined course grades of A, B, and C. The results showed that the criteria controlled performance to a high degree, so that regardless of what quality of performance had been demonstrated previously or was being produced currently, performance was immediately changed to attain new criteria put into effect. Students in Experiment I produced very poor performance compared to the other conditi

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-261

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

The effects of quiet‐contingent music on the general noise levels of four seventh‐ and eighth‐grade classrooms were investigated. Following a baseline procedure, popular radio music was used to reinforce maintenance of noise below an acceptable level of intensity, 70 decibels, in three of the four classes. In the fourth class, a reversal design was used to show that the contingent presentation of the radio music was important to control the noise produced by the students. The teacher was free to engage in instructional activities because data collection and presentation of music were controlled by automatic appa

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-269

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Nine adolescent boys with a history of high rates of disruptive classroom behavior were selected from a psychiatric hospital school and placed in a remedial reading class after school in which various factors in a token reinforcement program involving self‐evaluation were investigated. The effects of self‐evaluation, in the form of a rating the students gave themselves about the appropriateness of their classroom behavior, were first assessed. While the students' ratings of their own behavior correlated highly with the teacher's ratings and evaluations made by independent observers, the self‐evaluations did not lead to a reduction in disruptive behavior. A token reinforcement program, in which the teacher rated the students' level of appropriate behavior and in which the students traded earned rating points for prizes, clearly led to a reduction of disruptive behavior. When the students were given the opportunity to evaluate their own behavior and to receive rewards in exchange for the evaluation, they returned to their former rates of disruptive beh

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-277

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY