Abstract
Four normal and four deviant children aged four-to-six years were taught to judge the quality of their academic work in a preschool classroom, and to prompt or cue their teachers to comment about the quality of that work. When these skills did not generalize spontaneously to other teachers in concurrent natural situations, generalized responding was taught by the experimenter, in multiple-baseline design across subjects. This generalization programming enabled the children to contact a sometimes dormant, but readily available natural community of teacher praise and reinforcement, i.e., to recruit an increase in cued praise and schedules of praise for their good work. These behaviors may be important to young children who find themselves bereft of attention in classrooms.
Full text
PDF
Selected References
These references are in PubMed. This may not be the complete list of references from this article.
- Risley T. R., Hart B. Developing correspondence between the non-verbal and verbal behavior of preschool children. J Appl Behav Anal. 1968 Winter;1(4):267–281. doi: 10.1901/jaba.1968.1-267. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Sherman T. M., Cormier W. H. An investigation of the influence of student behavior on teacher behavior. J Appl Behav Anal. 1974 Spring;7(1):11–21. doi: 10.1901/jaba.1974.7-11. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Stokes T. F., Baer D. M. An implicit technology of generalization. J Appl Behav Anal. 1977 Summer;10(2):349–367. doi: 10.1901/jaba.1977.10-349. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Warren S. F., Rogers-Warren A., Baer D. M. The role of offer rates in controlling sharing by young children. J Appl Behav Anal. 1976 WINTER;9(4):491–497. doi: 10.1901/jaba.1976.9-491. [DOI] [PMC free article] [PubMed] [Google Scholar]