The behavior of special education students (age 12 and 16) was evaluated as they were presented with 2 academic response alternatives on concurrent reinforcement schedules. Both subjects allocated higher rates of responses to the richer schedule of reinforcement, although only 1 responded exclusively to the richer schedule. (Author/JDD)

Twenty fourth grade students wrote brief answers to teacher questions on laminated response cards. Compared to hand raising, 6 target students exhibited more active student response during instruction, most of the 20 students scored higher on daily quizzes, and most preferred response cards over hand raising. (JDD)

This study evaluated the importance of active student responding while using the microcomputer to deliver the contingencies of programed instruction. Results from 75 undergraduates found that students who covertly responded to frame blanks or were required to type frame answers performed better on a posttest than students who passively read…

Three first grade students who exhibited difficulty completing independent work improved their math performance when given recording devices to self-record performance data, with two of the children showing more reactivity when using the more obtrusive device. Three of four second grade students increased math performance during periods when peer…

Three individuals with multiple severe disabilities were taught an appropriate response to problem behaviors, but the response was less efficient than the problem behavior on physical effort, schedule of reinforcement, or stimulus-reinforcer time delay. The response did not compete successfully with the problem behaviors until a new, more…

Two studies of three youths (ages 12-14) with severe mental retardation, who used aggression and self-injury to avoid difficult instructional situations, found that simple commands interspersed among more challenging instructional trials were effective at increasing the learners' responsiveness to instructions and decreasing levels of problem…