摘要:

This study evaluates the effectiveness of an incentive procedure designed to induce litter collection in a large forest campground. Children in the campground were offered their choice of a variety of reinforcers for picking up and properly disposing of litter. The procedure resulted in a sharp decline in four types of litter planted in the campground.

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-1

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Past studies have shown that disruptive behavior can be eliminated and attending behavior accelerated in an academic setting. The relationship between these behaviors and academic performance is not well understood. The effects of behavioral and performance contingencies on classroom behavior and on academic performance were investigated. The subjects, third‐grade students from an inner city elementary school, were exposed to a series of conditions including baseline, behavior contingencies, performance contingencies, and a mix of behavior and performance contingencies using a reversal design. The students worked 100 randomly selected mathematics problems for 20 minutes each day during each period. Behavioral contingencies improved attending and decreased disruptions but did not improve performance. Performance contingencies increased per cent correct problems but attending declined and disruptions increased. The combined contingencies increased both performance and attending. The experiment was replicated with another class of children varying the sequence of conditions and the amount of token reinforcement that could be earned. The findings emphasized the importance of designing specific contingencies for specific target behaviors. Behavioral contingencies did not have the positive effect on performance often implied, nor were performance contingencies alone able to maintain acceptable classroom behavio

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-7

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-18

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

The reliability of the boys reporting their own behavior and the behavior of their peers was measured in two experiments at Achievement Place, a community based, family style, behavior modification program for delinquents based on a token (point) economy. The results of these experiments indicated that; (a) the boys were not “naturally” reliable observers, (b) the reliability of peer‐reporting could be improved by providing training on the behavioral definitions and by making points contingent on agreement between each boy's peer‐report and an independent adult observers' report, (c) the reliability of self‐reporting could be improved by making points contingent on agreement between the self‐report and the trained peer's report, and (d) giving self‐reports and peer‐reports did not produce a systematic effect on the boys' room‐cleaning behavior as measured by an ind

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-19

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-31

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Students enrolled in a Psychology of Learning course were assigned to either a lecture section, one of two similar personalized instruction sections, or a fourth section that rotated across all three teaching procedures. All students took identical midterms and a final examination. After correcting test performance for differences in the cumulative grade point average of students in the four sections, examination performance of students in the personalized sections was found to be superior to that of students in the lecture section. An analysis of class section examination performance by item type revealed that students in the lecture section scored lower on all item types, but the greatest differences occurred on items that required written responses (essay and fill‐in items) rather than recognition responses (multiple choice items). A gross analysis of student performance in the class rotated across the instructional procedures suggests that personalized instruction had its greatest impact on students with “average” to “poor” academi

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-33

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

A good‐behavior game was implemented in a fifth‐grade reading class consisting of two groups of 14 students each. After the presentation of the game, reversal and component analysis phases were instituted. Game components included rules, lights (response feedback), and group consequences of extra recess and extra free time. Student observers recorded the dependent variables which included talking‐out, disruptive, and out‐of‐seat behaviors. The results show that the game reduced the dependent measures from their baseline rate by almost 99% for one group and 97% for the other. The component analysis revealed that after association in the game, the stimulus components of rules and lights were effective in reducing the dependent

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-45

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Four parents enrolled in a Responsive Teaching class carried out experiments using procedures they had devised for alleviating their children's problem behaviors. The techniques used involved different types of reinforcement, extinction, and punishment. One parent increased the frequency of the wearing of an orthodontic device during five daily time checks by making an immediate monetary payoff contingent on wearing the device. A second parent increased the number of points earned for doing daily household tasks by providing back‐ups for which the points could be exchanged. The parents of a 4‐yr‐old boy decreased the frequency of whines, cries, and complaints by removing social attention when such behavior occurred. A mother decreased the duration of time it took for her 5‐yr‐old daughter to get dressed by making permission to watch television contingent on dressing within 30 min of the time she got up in the morning. Brief reversals of contingencies were used to show causal relationships between the procedures used and the changes in behavior. Checks on the reliability of measurement were made by persons present in

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-53

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-65

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

The present study was designed to explore whether motivational procedures are needed to maintain a retardate's continued use of previously trained eating skills. A profoundly retarded child who ate food with her hands was trained by a manual guidance procedure to eat properly with a spoon, but the child still did not use the spoon after having learned to do so. When a motivational‐maintenance procedure was applied, the child did begin to eat properly. When maintenance was discontinued, the child returned to eating with her hands. Proper eating returned when maintenance was applied again; when discontinued, the child returned to eating with her hands. These results demonstrate that continued motivational procedures are needed after training to maintain the retardate's continued use of proper eating skill

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-67

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY