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ALTERING STUDENT RESPONSES THROUGH CHANGES IN TEACHER VERBAL BEHAVIOR
Author(s) -
Broden Marcia,
Copeland Glenna,
Beasley Alva,
Hall R. Vance
Publication year - 1977
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.1977.10-479
Subject(s) - psychology , praise , sentence , mathematics education , multiple baseline design , class (philosophy) , developmental psychology , social psychology , linguistics , philosophy , artificial intelligence , psychiatry , computer science , intervention (counseling)
Two experiments were conducted in a junior‐high special‐education class of eight pupils in an inner‐city school. In the first experiment, the teacher doubled the number of words used by the pupils in answering questions by altering the type of questions asked. In the second experiment, the number of words used by students and the percentage of answers given in complete sentences, increased from less than 5% to approximately 90% when the teacher instructed the pupils to answer in complete sentences and asked another pupil to answer using a sentence if the first one did not do so. In both experiments, a brief return to baseline conditions brought a return to low levels of verbal responding. An analysis of which pupils were called on by the teacher, teacher praise, and in the second experiment the types of questions asked, indicated that these variables were not responsible for the increases in verbal responding.