The effects of Team-Assisted Individualization (TAI) on the academic, behavioral, and social skills of three classes of handicapped adjudicated youth were examined using a reversal design. TAI resulted in an increase in the classes' on-task and cooperative behaviors. Although students improved their math performance, a clear functional relationship between math performance and TAI was not established. Data on sociometric ratings indicated that TAI increased the students' liking of their classmates, and student satisfaction data showed that the students preferred TAI to working independently.
Get full access to this article
View all access options for this article.
References
1.
AgardJ. A.VeldmanD. J.KaufmanM. J., & SemmelM. I. (1978). How I Feel Toward Others: An instrument of the PRIME instrument battery. Baltimore: University Park Press.
2.
AronsonE. (1978). The jigsaw classroom. Beverly Hills, CA: Sage.
3.
BaerD. M.WolfM. M., & RisleyT. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, I, 91–97.
4.
BellE. R.ParkerL. G., & SaundersJ. C. (1983). Incarcerations and the rate of achievement of learning disabled juvenile delinquents. Journal of Experimental Education, 51, 54–57.
5.
BurnettD. J. (1982). The learning disabled delinquent: Teaching socially appropriate reactions to confrontations for negative behaviors. Journal of Special Education Technology, 5, 44–52.
6.
CooleyW., & LeinhardtG. (1980). The instructional dimensions study. Educational Evaluation and Policy Analysis, 2, 7–24.
7.
FrankoskyR. J., & Sulzer-AzaroffB. (1978). Individual and group contingencies and collateral social behaviors. Behavior Therapy, 9, 313–327.
8.
GreenwoodC. R., & HopsH. (1981). Group-oriented contingencies and peer behavior change. In StrainP. S. (Ed.), The utilization of peers as behavior change agents, pp. 189–250. New York: Plenum Press.
9.
JohnsonD. W., & JohnsonR. T. (1974). Instructional goal structure: Cooperative, competitive or individualistic. Review of Educational Research, 44, 213–240.
10.
JohnsonD. W., & JohnsonR. T. (1978). Cooperative, competitive and individualistic learning. Journal of Research and Development in Education. 12, 3–15.
11.
KeilitzI. (1984, April). The handicapped youthful offender: Prevalence and current practices. Paper prepared for Corrections/Special Education Training Conference, Arlington, Virginia. (Available from C/SET Project, Arizona State University, Department of Special Education, Tempe.)
12.
Mathematics Basic Skills Development Project. (1981). Basic skills in mathematics. Boston: Allyn & Bacon.
13.
MorganD. I. (1979). Prevalence and types of handicapping conditions found in juvenile correctional institutions: A national survey. Journal of Special Education, 3, 283–295.
14.
Random House. (1974). High intensity learning system. New York: Author.
15.
RaschkeD. (1981). Designing reinforcement surveys—Let the student choose the reward. TEACHING Exceptional Children, 14, 92–96.
16.
SharanS. (1980). Cooperative learning in teams: Recent methods and effects on achievement, attitudes and ethnic relations. Review of Educational Research, 50, 241–272.
17.
SlavinR. E.LeaveyM., & MaddenN. A. (1984). Combining cooperative learning and individualized instruction: Effects on student mathematics achievement, attitudes and behaviors. Elementary School Journal, 84, 409–422.
18.
SlavinR. E.MaddenN. A., & LeaveyM. (1984). Effects of cooperative learning and individualized instruction on mainstreamed students. Exceptional Children, 50, 434–443.
19.
SteinerI. (1972). Group process and productivity. New York: Academic Press.
20.
WinettR. A., & WinklerR. C. (1972). Current behavior modification in the classroom: Be still, be quiet, be docile. Jrnl of Appld Behavior Anlyss, 5, 499–504.
21.
WoodcockR. W., & JohnsonM. B. (1977). Woodcock Johnson Psychoeducational Battery. Hingham, MA: Teaching Resources.
