The Dimensions of Classroom Data

Abstract

Behavioral modification techniques have become quite widely utilized. Numerous instances exist where teachers, therapists and others in the field of rehabilitation have effectively used operant techniques to alter behavior. However the majority of reports from classroom settings describe how these techniques have been used to attenuate a variety of socially inappropriate behaviors. Few investigations have attempted to accelerate academic responses. Indeed, while many teachers see the use of behavioral management practices as effective with deceleration targets, they do not see it as effective with acceleration targets.

The intent of this paper is to describe how behavioral modification techniques may be employed to increase academic performance through a three phase procedure of data diagnosis, data programming and data decisions. Initially described is a method of obtaining pupil performance data and information concerning relevant variables of the teacher-pupil dyad. A second method is presented whereby pupil and teacher data may empirically enable the teacher to evaluate curricular materials. Lastly, a discussion is provided pertaining to the use of data in making classroom managerial decisions.