Modification of the Classroom Behavior of a “Disadvantaged” Kindergarten Boy by Social Reinforcement and Isolation

Abstract

This 1967 Master's degree thesis, by Martha Schatt Abbott, has been abridged by me, in order to conserve space. Secondary analysis and findings not vital to the understanding of the main hypothesis being tested, the discussion of background literature and experimental methodology of classical and operant conditioning, tables and figures portraying daily means and standard deviations, percentages of change in daily behavior of the subject under various experimental conditions, and mean frequency and length of teacher interaction by experimental condition, have been either omitted or abridged.

The results of the study have important implications relative to methodology and demonstrate that systematic use of social reinforcement in the classroom can change a child's behavior.

Acknowledgement and grateful appreciation is given to Dr. fames J. Gallagher, Director of the Education Improvement Program, Duke University, whose direction and collaboration made the study possible and to others who contributed their-time and effort at Durham where the data was collected.

The complete thesis is available in Boston University's Mugar Library.

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