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Increasing on‐task behavior during mathematics independent seat‐work in students with emotional disturbance by interspersing additional brief problems
Author(s) -
Skinner Christopher H.,
Hurst Kristal L.,
Teeple Donna F.,
Meadows Sadonya O.
Publication year - 2002
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.10058
Subject(s) - task (project management) , psychology , reinforcement , control (management) , mathematics education , work (physics) , special education , disturbance (geology) , behavior change , developmental psychology , social psychology , computer science , mechanical engineering , paleontology , management , artificial intelligence , engineering , economics , biology
Alternating treatments designs were used to compare on‐task levels in 4 students diagnosed as emotionally disturbed while working on control and experimental independent seat‐work mathematics assignments. Control and experimental assignments were similar except experimental assignments contained additional briefer mathematics problems interspersed following every third problem. Results showed greater on‐task levels while working on experimental assignments across 3 of the 4 students. Discussion focuses on problem completion being a conditioned reinforcer and applying this theory to prevent and remedy academic and social‐behavior problems in students with behavior disorders. © 2002 John Wiley & Sons, Inc.