STRATEGIES FOR BEHAVIORAL CHANGE
Increasing on-task behavior during mathematics independent seat-work in students with emotional disturbance by interspersing additional brief problems
Article first published online: 4 NOV 2002
Copyright © 2002 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 39, Issue 6, pages 647–659, November 2002
How to Cite
Skinner, C. H., Hurst, K. L., Teeple, D. F. and Meadows, S. O. (2002), Increasing on-task behavior during mathematics independent seat-work in students with emotional disturbance by interspersing additional brief problems. Psychol. Schs., 39: 647–659. doi: 10.1002/pits.10058
- Issue published online: 4 NOV 2002
- Article first published online: 4 NOV 2002
Alternating treatments designs were used to compare on-task levels in 4 students diagnosed as emotionally disturbed while working on control and experimental independent seat-work mathematics assignments. Control and experimental assignments were similar except experimental assignments contained additional briefer mathematics problems interspersed following every third problem. Results showed greater on-task levels while working on experimental assignments across 3 of the 4 students. Discussion focuses on problem completion being a conditioned reinforcer and applying this theory to prevent and remedy academic and social-behavior problems in students with behavior disorders. © 2002 John Wiley & Sons, Inc.