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INTERACTIONS BETWEEN TEACHER GUIDANCE AND CONTINGENT ACCESS TO PLAY IN DEVELOPING PREACADEMIC SKILLS OF DEVIANT PRESCHOOL CHILDREN 1
Author(s) -
Rowbury Trudylee G.,
Baer Ann M.,
Baer Donald M.
Publication year - 1976
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.1976.9-85
Subject(s) - psychology , contingency , task (project management) , contingency management , multiple baseline design , token economy , developmental psychology , security token , baseline (sea) , reinforcement , cognitive psychology , social psychology , computer science , philosophy , linguistics , oceanography , computer security , management , psychiatry , geology , economics , intervention (counseling)
Token‐mediated access to play and snacks was made contingent on completion of academic tasks in the Baseline Experiment. This contingency produced stable completion rates that were subsequently doubled, and then tripled, for four deviant children in a special preschool. A reversal design demonstrated that the contingency was functional in maintaining the children's rates of task completion. The Guidance Experiment examined the role of a social event, teacher guidance, in the acquisition of task‐completion skills, in a multiple‐baseline‐across‐tasks design (with reversals). The analysis demonstrated that teacher guidance was an important supplement to the token‐mediated contingency in establishing significant increases in task completions for a second group of three deviant children in the special class. The importance of teacher guidance was related to the difficulty level of the children's tasks.