The Effects of Supplemental On-Task Contingencies On the Acquisition of Simple and Difficult Academic Tasks

Abstract

The purpose of the present study was to investigate the effects of different reinforcement contingencies on the acquisition of both a simple and difficult academic task. Distractible students were randomly assigned to one of four experimental conditions, reflecting the two independent variable manipulations: simple task with contingencies for attention and correct academic performance (SAP), simple task with contingencies, for correct academic performance alone (SP), difficult task with contingencies for attention and correct academic performance (DAP), or difficult task with contingencies for correct academic performance alone (DP).

The results indicated that for difficult tasks students assigned to contingencies for correct academic performance alone (DP) were off-task more and scored significantly lower on two measures of academic performance than those students who were assigned to the DAP condition. No such differential effect was noted for students assigned to the simple task conditions; all students, regardless of contingency condition (SAP or SP), maintained high rates of time and task and academic performance.

The results were discussed in terms of both theoretical and practical implications. It was suggested that teachers could not only task analyze specific instructional skills but also plan and implement specific contingency management strategies based upon the characteristics of the component skill to be presented.

Get full access to this article

View all access options for this article.

References

Ayllon, T. , Layman, D. , & Burke, S. (1972). Disruptive behavior and reinforcement of academic performance. The Psychological Record, 22, 315-323.

Ayllon, T. , & Roberts, M.D. (1974). Eliminating discipline problems by strengthening academic performance. Journal of Applied Behavior Analysis , 7, 71-76.

Barnes, D. , & Rosenberg, M.S. (1985). Increasing Pupil Achievement: Good Teachers Make the Difference. Ball State University Monograph, Muncie, IN.

Cobb, J.A. (1972). The relationship of discrete classroom behaviors to fourth grade academic achievement. Journal of Educational Psychology, 63, 74-80.

Cobb, J.A. , & Hops, H. (1973). Effect of academic survival skill training on low achieving first graders. Journal of Educational Research 67, 105-113.

Cullinan, D. , Epstein, M.H. , & Kauffman, J.M. (1984). Teachers' ratings of students' behaviors: What constitutes behavior disorder in school? Behavioral Disorders, 10, 9-19.

Deno, S. (1982, April). Comparisons of direct instruction and seatwork in skill acquisition. Paper presented at the 60th Annual International Convention of the Council for Exceptional Children, Houston, TX.

Duncan, D.B. (1955). Multiple range and multiple F tests. Biometrics, 11, 1-42.

Ferguson, G.A. (1966). Statistical analysis in psychology and education . New York: McGraw-Hill.

10.

Games, P.A. , Gray, G.S. , Herron, W.L. , Pentz, A. , Sinatra, R. , & Pits, G.F. ( 1979). Analysis of variance with repeated measures: Main program. Unpublished manuscript, the Pennsylvania State University.

11.

Hall, R.V. , Lund, D. , & Jackson, D. (1968). Effects of teacher attention on study behavior . Journal of Applied Behavior Analysis, 1, 1-12.

12.

Hallahan, D.P. , & Kauffman, J.M. (1975). Research on the education of distractible and hyperactive children. In W. M. Cruickshank & D. P. Hallahan (Eds.),Perceptual and learning disabilities in children: Research and theory (Vol. 2). Syracuse, NY: Syracuse University Press.

13.

Hallahan, D.P. , & Kauffman, J.M. (1976). Introduction to learning disabilities: A psycho-behavioral approach. New Jersey Prentice-Hall.

14.

Hay, W.H. , Hay, L.R. , & Nelson, R.O. (1977). Direct and collateral changes in on-task and academic behavior resulting from on-task versus academic contingencies. Behavior Therapy, 8, 431-441.

15.

Jensen, A.R. ( 1980). Bias in mental testing. New York: The Free Press.

16.

Kahaneman, D. (1973). Attention and effort. Englewood Cliffs, NJ: Prentice-Hall.

17.

Kauffrnan, J.M. (1981). Characteristics of children's behavior disorders . Columbus, OH: Charles E. Merrill .

18.

Kazdin, A.E. (1973). The effect of vicarious reinforcement on attentive behavior in the classroom. Journal of Applied Behavior Analysis , 6, 71-78.

19.

Kirby, F.D. , & Shields, F. (1972). Modification of arithmetic response rate and attending behavior in a seventh grade student. Journal of Applied Behavior Analysis, 5, 79-84.

20.

Krupski, A. ( 1980). Attention process: Research, theory, and implications for special education. In B. K. Keogh (Ed.), Advances in special education (Vol. 1). Greenwich, CT: JAI Press.

21.

LaBerge, D. , & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.

22.

Madsen, C.H. , Becker, W.C. , & Thomas, P.R. ( 1968). Rules, praise, and ignoring: Elements of classroom control. Journal of Applied Behavior Analysis, 1, 139-150.

23.

Myers, J.L. (1979). Fundamentals of Experimental Design, 2d ed., Boston: Allyn and Bacon.

24.

Ross, A.O. (1981). Child behavior therapy: Principles, procedures, and empirical basis. New York: John Wiley & Sons.

25.

Shemberg, K.M. , Keeley, S.M. , Gill, D. , & Garton, A. (1972). A note on the inhibitory effects of the initiation of a behavioral program. Behavior Therapy, 3, 622-626.

26.

Sindelar, P.T. , Honsaker, M.S. , & Jenkins, J.R. (1982). A comparison of response cost and reinforcement contingencies in managing the behavior of distractible children in tutorial settings. Learning Disabilities Quarterly, 5, 3-13.

27.

Soli, S.D. , & Devine, V.T. (1976). Behavioral correlates of achievement: A look at high and low achievers. Journal of Educational Psychology , 68, 335-341.

28.

Walker, H.M. , & Buckley, N.K. (1968). The use of positive reinforcement in conditioning attending behavior. Journal of Applied Behavior Analysis, 1, 245-250.

29.

Winett, R.A. , & Roach, A.M. (1973). The effects of reinforcing academic performance on social behavior: A brief report. The Psychological Record , 23, 391-396.

30.

Winett, R.A. , & Winkler, R.C. (1972). Current behavior modification in the classroom: Be still, be quiet, be docile. Journal of Applied Behavior Analysis, 5, 499-504.