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Self-Monitoring of Attentional Behavior versus Self-Monitoring of Productivity: Effects on On-Task Behavior and Academic Response Rate among Learning Disabled Children.
Peer reviewed Peer reviewed
Harris, Karen R. – Journal of Applied Behavior Analysis, 1986
Subjects were four learning disabled students (ages 9-10) with significant attentional problems. Results indicated relatively equivalent increases in on-task behavior over baseline during all treatment phases. Academic response rate also improved under both interventions, with self-monitoring of productivity exhibiting mixed results. (Author/JW)
Descriptors: Academic Achievement, Attention Deficit Disorders, Intermediate Grades, Learning Disabilities
A Comparison of Two Intervention Roles: Peer Monitor and Point Earner.
Peer reviewed Peer reviewed
Stern, George W.; And Others – Journal of Applied Behavior Analysis, 1988
Off-task and disruptive behavior in two fifth graders decreased rapidly during an intervention in which, working in dyads, they served either as peer monitors or point earners. Peer-monitor and point-earner roles, when alternated on an every-other-day basis, were equally effective in reducing inappropriate behavior. (Author/JW)
Descriptors: Behavior Change, Behavior Modification, Behavior Problems, Contingency Management
Effects of Cooperative Learning Groups during Social Studies for Students with Autism and Fourth-Grade Peers.
Peer reviewed Peer reviewed
Dugan, Erin; And Others – Journal of Applied Behavior Analysis, 1995
Cooperative learning groups were used to integrate two students with autism into a fourth-grade social studies class. Academic performance, academic engagement, peer interactions, and social and behavioral skills were assessed. Benefits were noted both for the target students and their peers for academic outcomes and social interactions. (SW)
Descriptors: Academic Achievement, Autism, Cooperative Learning, Elementary Secondary Education
Reducing Escape Behavior and Increasing Task Completion with Functional Communication Training, Extinction, and Response Chaining.
Peer reviewed Peer reviewed
Lalli, Joseph S.; And Others – Journal of Applied Behavior Analysis, 1995
Functional communication training, extinction, and response chaining decreased escape-maintained aberrant behavior and increased task participation of 3 youth, ages 10 through 15, with moderate mental retardation, 2 of whom also had autism. Task escape was contingent on verbally responding and completing task steps. Behavior chaining also…
Descriptors: Autism, Behavior Chaining, Behavior Modification, Contingency Management
Teaching Children with Autism to Use Photographic Activity Schedules: Maintenance and Generalization of Complex Response Chains.
Peer reviewed Peer reviewed
MacDuff, Gregory S.; And Others – Journal of Applied Behavior Analysis, 1993
A graduated guidance procedure was used to teach 4 boys (ages 9-14) with autism to follow photographic activity schedules to increase on-task and on-schedule behavior. Use of the schedules produced sustained engagement which generalized to a new schedule with a new sequence of photographs. Subjects were able to independently change activities in…
Descriptors: Autism, Behavior Change, Daily Living Skills, Generalization
The Use of Goal Setting and Contingency Contracting for Improving Children's Homework Performance.
Peer reviewed Peer reviewed
Miller, Deborah L.; Kelley, Mary Lou – Journal of Applied Behavior Analysis, 1994
This study, with 4 parent-child dyads in which the children (ages 9 to 11) exhibited substantial homework problems, found that goal setting and contingency contracting produced significant improvements in children's homework accuracy. Two of the subjects showed substantial improvements in on-task behavior. Parents rated the procedures highly.…
Descriptors: Behavior Change, Contingency Management, Goal Orientation, Homework