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.