DEVELOPING STIMULUS CONTROL OF YOUNG CHILDREN'S REQUESTS TO TEACHERS: CLASSWIDE APPLICATIONS OF MULTIPLE SCHEDULES

Authors


Louisiana State University, Psychology Department, 218 Audubon Hall, Baton Rouge, Louisiana 70803 (e-mail: jtiger@lsu.edu).

Abstract

Children may recruit their teachers' attention at undesirably high rates or at inconvenient times. Tiger and Hanley (2004) described a multiple-schedule procedure to reduce ill-timed requests, which involved providing children with two distinct continuous signals that were correlated with periods in which teacher attention was either available or unavailable. The current study extended the application of multiple schedules by evaluating the effectiveness of the procedure when implemented by private-school teachers in 3 elementary classrooms. Following the introduction of the multiple schedules, student approaches toward their teacher were maintained during desirable periods but were minimized during undesirable periods.

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