Within the last decade numerous studies have demonstrated the effectiveness of structuring contingencies within the classroom to support desired behaviors by pupils. In the present study, free time was made contingent upon consistent on-task behavior for three trainable mentally retarded boys. Differences between baseline and contingency data showed a positive increase in on-task behavior.
Get full access to this article
View all access options for this article.
References
1.
DanaherB. G.Theoretical foundations and clinical applications of the Premack principle: review and critique. Behavior Therapy, 1974, 5, 307–324.
2.
HommeL. E.de BacaP.DevineJ. V.SteinhorstR.RickertE. J.Use of Premack's principle in controlling the behavior of nursery school children. Journal of the Experimental Analysis of Behavior, 1963, 6, 544.
3.
OsborneJ. C.Free-time as a reinforcer in the management of classroom behavior. Journal of Applied Behavior Analysis, 1969, 2, 113–118.
