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The Effects of Supplemental On-Task Contingencies on the Acquisition of Simple andd Difficult Academic Tasks.
Peer reviewed Peer reviewed
Rosenberg, Michael S.; And Others – Journal of Special Education, 1985
Distractible elementary students (N=44) were assigned to one of four experimental conditions, reflecting manipulations of reinforcement and task difficulty. For difficult tasks, students assigned to contingencies for correct academic performance alone were off-task more and scored significantly lower in academic performance than Ss receiving…
Descriptors: Academic Achievement, Attention Control, Contingency Management, Difficulty Level
Interdependent, Dependent, and Independent Group Contingencies for Controlling Disruptive Behavior.
Peer reviewed Peer reviewed
Gresham, Frank M.; Gresham, Gwenyth N. – Journal of Special Education, 1982
Three group-oriented contingency systems (interdependent, dependent, and independent) were compared to evaluate each system's effectiveness in controlling the disruptive behavior of a self-contained classroom of 12 educable mentally retarded elementary-aged children. Interdependent and dependent group contingency systems were more effective than…
Descriptors: Behavior Modification, Classroom Techniques, Contingency Management, Elementary Education
The Relationship Between Attitudes and Reinforcers: An Investigation with Emotionally Disturbed Children
Peer reviewed Peer reviewed
Dickson, Richard L. – Journal of Special Education, 1976
Descriptors: Contingency Management, Elementary Education, Emotional Disturbances, Exceptional Child Research