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dc.contributor.authorSturdevant, Clint P.
dc.date.accessioned2008-10-22T13:40:03Z
dc.date.available2008-10-22T13:40:03Z
dc.date.issued1978-08
dc.identifier.other1978 .St96
dc.identifier.urihttp://hdl.handle.net/2092/808
dc.description24 leaves. Advisor: Dr. Margaret Lloyden
dc.description.abstractThe 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.extent1193914 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherDrake Universityen
dc.relation.ispartofseriesDrake University, School of Graduate Studies;1978
dc.subjectTeacher-Student Relationshipsen
dc.subjectInteraction Analysis in Educationen
dc.subjectTeacher Effectivenessen
dc.titleThe Effects of Solicited Attention on Permanent Product Academic Measuresen
dc.typeThesisen


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