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THE EFFECT OF INTERMITTENT FEEDBACK AND INTERMITTENT CONTINGENT ACCESS TO PLAY ON PRINTING OF KINDERGARTEN CHILDREN 1
Author(s) -
Salzberg Bernard H.,
Wheeler Andrew J.,
Devar Linda Taylor,
Hopkins B. L.
Publication year - 1971
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1971.4-163
Subject(s) - grading (engineering) , psychology , developmental psychology , mathematics education , audiology , medicine , engineering , civil engineering
Intermittent grading of papers and the combination of intermittent grading with contingent access to play were evaluated as methods for increasing the accuracy of kindergarten children's printing responses. For a group of target letters, intermittent grading alone failed to produce an increase in accuracy, but when grading was paired with access to play, accuracy increased for every child. These results were then replicated with another letter.