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PROGRAMMING GENERALIZATION OF IN‐CLASS TRANSITION SKILLS: TEACHING PRESCHOOLERS WITH DEVELOPMENTAL DELAYS TO SELF‐ASSESS AND RECRUIT CONTINGENT TEACHER PRAISE
Author(s) -
Connell Mitchell C.,
Carta Judith J.,
Baer Donald M.
Publication year - 1993
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.1993.26-345
Subject(s) - praise , psychology , generalization , developmental psychology , intervention (counseling) , class (philosophy) , reinforcement , mathematics education , social psychology , mathematical analysis , mathematics , artificial intelligence , psychiatry , computer science
We investigated a self‐management intervention package that taught preschoolers with developmental delays to self‐assess performance of targeted skills and to recruit teacher praise. Self‐assessment alone resulted in increases in active engagement across all participants during the training sessions, but generalization to classrooms was sporadic and short‐lived. When recruitment of contingent praise was added to the training package, treatment effects generalized to the participants' classrooms and teachers' rates of contingent praise increased. The implications of combining self‐assessment and recruitment of contingent teacher praise are discussed.