Abstract
Off-task behavior, correct answering, and participation during beginning reading instruction were recorded for two low-achieving first-grade children during two different rates of teacher presentation. A slow-rate presentation (A) was compared with a fast-rate presentation (B) in an ABABAB design. In slow-rate presentation, there was a delay between the children's response and introduction of the next task. In fast-rate presentation, there was no delay. A new teacher taught during the final AB phases, which allowed for a brief replication. Both teachers were reminded on a fixed-interval 90-sec schedule throughout all phases of the experiment to praise the subjects, thus preventing a confounding of social praise and rate of teacher presentation. Fast-rate presentation was accompanied by a lower per cent occurrence of off-task behavior for both Subjects 1 and 2. For Subject 1, correct answering and participation were more frequent during all three fast-rate phases. For Subject 2, correct answering and participation were more frequent during the fast-rate phases after the first reversal.
Keywords: academic behavior, presentation rate, effect on: disruptive behavior, latency of responding, children
Full text
PDF
Selected References
These references are in PubMed. This may not be the complete list of references from this article.
- Drabman R. S., Lahey B. B. Feedback in classroom behavior modification: effects on the target and her classmates. J Appl Behav Anal. 1974 Winter;7(4):591–598. doi: 10.1901/jaba.1974.7-591. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Greenwood C. R., Hops H., Delquadri J., Guild J. Group contingencies for group consequences in classroom management: a further analysis. J Appl Behav Anal. 1974 Fall;7(3):413–425. doi: 10.1901/jaba.1974.7-413. [DOI] [PMC free article] [PubMed] [Google Scholar]