Delayed ReinForcement of Classroom Behavior by Parents

Abstract

A delayed reinforcement technique was used to modify the behavior of three public school children. Academic class standing was modified in two of the children and talking out of turn and inattention were modified in the third child. A reinforcer consisting of a note signed by the teacher stating that the child had done well was dispensed after school whenever criteria levels of performance were met. The effects of this type of feedback were assessed under the following conditions: (1) the child receives a note and returns it to the teacher (child feedback) (2) the child receives a note and shows it to his parents (child-parent feedback) and (3) the child shows the note to his parents who provide reinforcers in the home (reinforcement.) The most marked improvement in behavior occurred during the reinforcement condition in all cases. The results are discussed in terms of the effectiveness of delayed reinforcement and in terms of the effects of feedback to the student, or to the student and his parents.

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