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. 1971 Fall;4(3):163–171. doi: 10.1901/jaba.1971.4-163

The effect of intermittent feedback and intermittent contingent access to play on printing of kindergarten children1

Bernard H Salzberg 1, Andrew J Wheeler 1, Linda Taylor Devar 1, B L Hopkins 1,2
PMCID: PMC1310688  PMID: 16795292

Abstract

Intermittent grading of papers and the combination of intermittent grading with contingent access to play were evaluated as methods for increasing the accuracy of kindergarten children's printing responses. For a group of target letters, intermittent grading alone failed to produce an increase in accuracy, but when grading was paired with access to play, accuracy increased for every child. These results were then replicated with another letter.

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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