The development of instructional control over classroom activities of deviant preschool children1
Identifieur interne : 000A18 ( Pmc/Curation ); précédent : 000A17; suivant : 000A19The development of instructional control over classroom activities of deviant preschool children1
Auteurs : Ann M. Baer ; Trudylee Rowbury ; Donald M. BaerSource :
- Journal of Applied Behavior Analysis [ 0021-8855 ] ; 1973.
Abstract
Differential reinforcement of compliance with teacher invitations to complete a specific academic task was applied to three extremely negativistic children in a special preschool class. For each child, this technique resulted in clear and useful increases in compliance as it was applied. In addition, the technique produced a greater diversity of sampling the available tasks by all children, enabling them to contact instructional materials they had previously avoided. The reinforcement system, contingent access to free playtime, materials, and a snack, mediated by a token, was thus demonstrated to be an effective contingency. In the case of two children whose compliance was not maximized by differential reinforcement alone, further increases in compliance were produced by combining a 1-min timeout for noncompliance with the differential reinforcement procedure.
Url:
DOI: 10.1901/jaba.1973.6-289
PubMed: 16795410
PubMed Central: 1310836
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<front><journal-meta><journal-id journal-id-type="nlm-ta">J Appl Behav Anal</journal-id><journal-title>Journal of Applied Behavior Analysis</journal-title><issn pub-type="ppub">0021-8855</issn></journal-meta><article-meta><article-id pub-id-type="pmid">16795410</article-id><article-id pub-id-type="pmc">1310836</article-id><article-id pub-id-type="doi">10.1901/jaba.1973.6-289</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>The development of instructional control over classroom activities of deviant preschool children<xref ref-type="fn" rid="fn1">1</xref></article-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Baer</surname><given-names>Ann M.</given-names></name></contrib><contrib contrib-type="author"><name><surname>Rowbury</surname><given-names>Trudylee</given-names></name></contrib><contrib contrib-type="author"><name><surname>Baer</surname><given-names>Donald M.</given-names></name></contrib></contrib-group><aff id="af1">University of Kansas</aff><author-notes><fn id="fn1"><label>1</label><p>This research was supported in part through a contract with the Office of Economic Opportunity (CG 8549 A/O); a contract with the United States Office of Education to the Kansas Center for Research in Early Childhood Education (OEC-3-7-070706-3118); and a grant from the National Institute of Mental Health (DHEW) (MH 11739-01,02). The opinions expressed herein are those of the authors and should not be construed as representing the opinions or policy of any agency of the United States Government. The authors are grateful for the excellent and indispensable observing and data collation done by Carolyn Blatchley, Jan Chance, Steve Franklin, Linda Haskins, Kathy Keller, Donna Moritz, Rebecca Paden, Linda Wiley, and Sue Young. Reprints may be obtained from Ann M. Baer, Department of Human Development, University of Kansas, Lawrence, Kansas 66044.</p></fn></author-notes><pub-date pub-type="ppub"><season>Summer</season><year>1973</year></pub-date><volume>6</volume><issue>2</issue><fpage>289</fpage><lpage>298</lpage><abstract><p>Differential reinforcement of compliance with teacher invitations to complete a specific academic task was applied to three extremely negativistic children in a special preschool class. For each child, this technique resulted in clear and useful increases in compliance as it was applied. In addition, the technique produced a greater diversity of sampling the available tasks by all children, enabling them to contact instructional materials they had previously avoided. The reinforcement system, contingent access to free playtime, materials, and a snack, mediated by a token, was thus demonstrated to be an effective contingency. In the case of two children whose compliance was not maximized by differential reinforcement alone, further increases in compliance were produced by combining a 1-min timeout for noncompliance with the differential reinforcement procedure.</p></abstract></article-meta></front></pmc></record>Pour manipuler ce document sous Unix (Dilib)
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