Removal of positive reinforcement to alter learning disabled adolescents' preacademic problems
✍ Scribed by Lee Swanson
- Publisher
- John Wiley and Sons
- Year
- 1979
- Tongue
- English
- Weight
- 505 KB
- Volume
- 16
- Category
- Article
- ISSN
- 0033-3085
No coin nor oath required. For personal study only.
✦ Synopsis
One reversal and two multiple baseline depigns were used to assess the effects of punishment on the disruptive behavior of six adolescent learning disability students. Students were selected for this study because their inap ropriate preacademic behavior was reported to be interfering with indivifual instruction and total classroom management. During baseline conditions of praise and ignore contingencies, the frequency of inappropriate preacademic behavior was assessed. With the institution of punishment procedurw (after-class minutes, token removals, token removals from group) the frequency of inappropriate behavior declined. Teachers were advised at the end of the study to reinstitute praise and ignore contingencies, with intermittent use of punishment.
Classroom teachers often are faced with the problem of elimination or weakening of behavior that is interfering with a child's academic performance. A number of earlier studies demonstrated that teacher attention in the form of praise can reduce disruptive classroom behavior (e.g.