Response Generalization in Two Categories of Classroom Behavior

Abstract

Research has demonstrated that working behaviors and academic performance can be manipulated in classroom settings. However, generalization to one group of behavior when the other group is being manipulated has not been sufficiently explored. 19 male adolescent institutionalized delinquents were randomly assigned to 2 groups. Programmed instruction, and a script economy were the treatment conditions. Group 1 was reinforced for working behavior while Group 2 was reinforced for academic performance. Programmed instruction did not produce changes in either working or academic performance, while both groups showed increases in appropriate working behavior as a result of the script economy, with Group 1 showing the greatest change. A trend of improved achievement test scores was established for both groups, with Group 2 making slightly greater gains.