The Effects of Solicited Attention on Permanent Product Academic Measures

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Show simple item record Sturdevant, Clint P. 2008-10-22T13:40:03Z 2008-10-22T13:40:03Z 1978-08
dc.identifier.other 1978 .St96
dc.description 24 leaves. Advisor: Dr. Margaret Lloyd en
dc.description.abstract The Problem: Changing teacher behavior to deliver attention to students can be difficult and time consuming for both the therapist and teacher. A more efficient approach to obtaining improvement are necessary to measures on permanent product academic measures may be to reinforce students for soliciting teacher attention for their good work. Procedures: Students were delivered a tangible item contingent upon soliciting their teacher's praise for work on reading skills assignments. The number of solicitations for praise was recorded in both reading and math periods. A percent correct score was obtained for each reading assignment and compared to the scores of a reference group. Findings: The children solicited their teacher's praise for reading and math assignments. Three of the four subject children improved on reading assignments as compared to the reference group. Conclusions: It is possible to use a tangible reinforcer to introduce students to natural contingencies that will subsequently maintain soliciting behaviors. Recommendations: This study has lent support to the hypothesis that solicited teacher attention can serve as a reinforcer, but further investigations are necessary to conclusively establish the effects on permanent product academic measures. en
dc.format.extent 1193914 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.publisher Drake University en
dc.relation.ispartofseries Drake University, School of Graduate Studies;1978
dc.subject Teacher-Student Relationships en
dc.subject Interaction Analysis in Education en
dc.subject Teacher Effectiveness en
dc.title The Effects of Solicited Attention on Permanent Product Academic Measures en
dc.type Thesis en

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