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| #193 Poster Session – EDC |
| Sunday, May 30, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 111. Effects of a Personal Responsibility/Personal Accountability Multiple Treatment Approach with Underserved Urban Elementary School Children |
| Area: EDC; Domain: Applied Research |
| DANIEL W. BALDERSON (University of Nevada, Las Vegas), Thomas L. Sharpe, Jr. (University of Nevada, Las Vegas) |
| Abstract: This study provides one behaviorally based intervention package focused on personal accountability and personal responsibility treatments, designed to reduce off-task and disruptive behavior in school settings and increase related leadership and conflict-resolution behavior. Study was conducted in an urban elementary school setting in which the majority of students were disadvantaged economically and academically, and included a majority percentage of underrepresented minorities. A multiple treatment ABAD, ACAD, ADA, Control behavior analysis design was implemented across four distinct elementary physical education classes matched for participant and setting similarity. The design was implemented to determine changes in number and duration of a range of off-task and positive social behaviors as a function of multiple treatment exposures, and combined treatment exposure (D). Results indicated that both Personal Accountability (B) and Personal Responsibility (C) treatments were effective in changing all behavioral measures in the desired direction, with the Personal Responsibility treatment particularly effective with more complex behaviors such as Positive Social Behavior and Student Conflict Resolution. Given the short duration of this study, recommendations include studying the long range and generalized effect of potentially effective physical education-based treatments for children and youth in need of social skill instruction. |
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| 112. Positive Peer Reporting as a School-Wide Positive Behavioral Support |
| Area: EDC; Domain: Applied Research |
| KEVIN M. JONES (University of Cincinnati), Julie Morrison (University of Dayton) |
| Abstract: Many approaches to addressing the needs of socially rejected children have focused on using peers as potential change agents. One such approach, Positive Peer Reporting (PPR), involves teaching and rewarding peers for providing descriptive praise to targeted youth during structured daily sessions. The current study evaluated PPR embedded within the general education curriculum at an inner city school characterized by high rates of social interaction problems. Findings indicated a reduction in the frequency of critical at-risk social behaviors in the classroom but no discernable impact on behavior during lunch and transition settings. The need for future research on PPR as a school-wide positive behavioral support is discussed. |
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| 113. Increasing In-Seat Behavior in a Kindergarten and Second Grade Classroom |
| Area: EDC; Domain: Applied Research |
| ANDREA D. HALE (University of Tennessee), Renee Oliver (University of Tennessee), Christopher Skinner (University of Tennessee) |
| Abstract: A kindergarten and second grade classroom were targeted for behavioral interventions as part of a consultation practicum. The teachers in these classes indicated that students had difficulty staying in their seats and/or appropriate areas when necessary. The teachers indicated that for specific activities it was important for the students to all be in their appropriate places. Momentary time sampling procedures were used to collect baseline data for both classrooms. The kindergarten class, as a whole, was in their seats, or designated areas, an average of 78.7% of the time intervals observed. On average, 90.24% the second grade students were in their appropriate seats during baseline. A color wheel was used as a visual cue for the students. Each of the three colors corresponded with a small list of posted rules. For example, the red color corresponded with specific rules (e.g. seat in seat, no talking, desk clear). The teachers were trained to implement the color wheel in their classroom. The in-seat behavior for the kindergarten classroom increased from 78.7% during baseline to 97.4% during the intervention. The in-seat behavior for the second grade classroom increased from 90.24% to 96.9%. |
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| 114. Evaluating the Performance of Off-Task Behavior in Two Kindergarten Students Following the Implementation of Time-In and Time-In/Time-Out Procedures |
| Area: EDC; Domain: Applied Research |
| KATHERINE V. POWERS (Mississippi State University), Richard Anthony Doggett (Mississippi State University), Constance N. Serio (Mississippi State University) |
| Abstract: Using a multiple baseline design across subjects, the present study evaluated the effects of an intervention designed to reduce off-task behavior performed by two typically developing kindergarten students in a regular education classroom. The three phases included baseline, time-in alone, and time-in plus time-out. A natural withdrawal occurred following the time-in alone phase. In both participants, time-in alone resulted in an average decrease of 25% and 24% of intervals of off-task behavior. During the withdrawal phase, participants demonstrated an increase in problem behavior with off-task behavior being performed during 42% and 41% of the intervals. Both participants demonstrated a decrease in off-task behavior in the return to the time-in alone phase with off-task behavior being performed during 26% and 2% of the intervals. Students continued to demonstrate decreases in problem behavior during the time-in plus time-out phase with off-task behavior being performed during an average of 8% and 4% of the intervals. The results suggest the use of time-in as an initial intervention for reducing off-task behavior and support the use of positive procedures in managing behaviors in the classroom environment. |
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| 115. The Effects of Several Strategies on Toddler Compliance with Transitions |
| Area: EDC; Domain: Applied Research |
| CATHERINE COTE (University of Kansas), Rachel H. Thompson (University of Kansas), Paige M. McKerchar (University of Kansas), Kelly A. Dancho (University of Kansas), Trista Tate (University of Kansas), Jessica L. Haremza (University of Kansas) |
| Abstract: Classroom routines in early childhood settings require frequent transitions between activities. When these transitions result in the termination of more preferred activities (e.g., play) and the initiation of less preferred activities (e.g., toileting), children often become noncompliant. In this study, we evaluated two antecedent strategies that are commonly used in early childhood settings to increase compliance with transitions. We compared the effects of a warning condition, in which children were warned of the transitions 2 min before it began, with a condition in which children were allowed access to a preferred toy during the transition. Both antecedent interventions were ineffective when implemented alone; however, when these strategies were combined with escape extinction, improvements in compliance were observed. The highest levels of compliance were observed when children were allowed access to a preferred toy during the transition and escape extinction was implemented. Interobserver agreement was assessed during a minimum of 27% of trials and mean agreement was 95% or higher for both participants. |
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| 116. Functional Analysis and Treatment of Toddler Naptime Behavior |
| Area: EDC; Domain: Applied Research |
| CATHERINE COTE (University of Kansas), Kelly A. Dancho (University of Kansas), Rachel H. Thompson (University of Kansas) |
| Abstract: Functional analysis has been used successfully to determine the variables maintaining problem behavior exhibited by individuals with developmental disabilities. The use of this analysis has prompted researchers and clinicians to identify the variables maintaining the off-cot behavior behavior of a toddler during classroom naptime. Data were collected on the occurrence of off-cot behavior and experimenter blocks. Interobserver agreement was assessed during a minimum 24% and 30% of sessions during the functional analysis and treatment evaluation respectively and mean agreement was above 95% for target responses. The results of the functional analysis showed that the off-cot behavior was maintained by adult attention and access to automatic reinforcement. A treatment designed to eliminate both sources of reinforcement decreased off-cot behavior in the session room and into the classroom. |
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| 117. A Parametric Analysis of the Ratio of Difficult and Easy Items in an Interspersal Procedure |
| Area: EDC; Domain: Applied Research |
| STEPHANIE MARTIN (Spectrum Center), Ronnie Detrich (Spectrum Center) |
| Abstract: Interspersal procedures have been shown to be effective for increasing the amount of work a student completes and the accuracy of the work completed. It has been argued that the reason for this effect is that problem completion functions as a reinforcer and the interspersal of easy problems represents an occasion for reinforcement. The usual arrangement for interspersal is 3 difficult problems for every easy problem; however, there has been no experimental demonstration that 3:1 is the optimum arrangement Other ratios may be equally effective. In this study, we evaluated the efficacy of 3:1 relative to 5:1. Our results suggest that there was mixed results with respect to the effect of intersperal on total amount of work completed. In all cases, accuracy of work increased more in one of the two ratios but the effective ratio differed across students. These results suggest that the 3:1 ratio might not always be the optimum ratio and that parametric assessment should be an integral part of practice when using interspersal procedures. There is value to the teaching staff if 5:1 or greater ratios are equally effective as richer ratios since the 5:1 ratios require less effort to prepare the materials. |
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| 118. Functional Assessments and Individualized Intervention Plans: Increasing the Behavior Adjustment of Urban Learners in General and Special Education Settings |
| Area: EDC; Domain: Applied Research |
| YA-YU LO (The Ohio State University), Gwendolyn Cartledge (The Ohio State University) |
| Abstract: This study investigated the effects of function-based interventions on the off-task behavior and appropriate alternative responses (i.e., adult attention recruitment behavior) of four urban elementary-aged students with classroom problem behaviors. A functional assessment including multiple direct and indirect descriptive measures was conducted with each participant to identify the behavioral functions of the student’s off-task behavior. The results of the functional assessments indicated that adult attention was the primary social variable that sustained the occurrences of the students’ off-task behavior. A function-based intervention, consisting of attention recruitment training and a self-monitoring program, was subsequently developed to reduce the off-task behavior. The attention recruitment training was first implemented in which each participant was taught the desired behavior that was incompatible to the off-task behavior as well as the appropriate alternative response that was functionally equivalent to the off-task behavior. Each participant was then taught to self-monitor the desired and appropriate alternative behavior in the classrooms. The results showed moderate to substantial decreases on the off-task behavior of all participants during the intervention. The reductions of off-task behavior were socially significant for three of the four participants in that their off-task behavior fell within the behavioral ranges of the comparison peers. |
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| 119. "Yo! ‘FNO!' It Helps You Grow!" Teaching Informal Task Analysis Increases Achievement in Disadvantaged Children |
| Area: EDC; Domain: Applied Research |
| STEPHEN RAY FLORA (Youngstown State University), Molly Burdette (Youngstown State University), Renee Reagan (Youngstown State University) |
| Abstract: Educationally disadvantaged children often fail because they quit before even starting an assignment and report frustration when facing a multi part problem that does not have an immediately apparent solution. As part of a 10 week Behavioral Analytic Academic Tutoring (BAAT) program, with the help of flash cards, children were taught informal task analysis using the mnemonic "FNO" standing for First, Next, One. When facing problems children were taught "FNO": to ask themselves "What is the First thing I do?" Then they were taught to ask "What is the Next thing I do?" Usually a student can do part of an assigment, but sometimes a first step is not apparent. Thus, when facing such a problem, the student was taught to ask themselves "what is at least One thing I can do?" Students often found after completing one step other steps became possible (Behavioral Momentum) eventually resulting in task completion. For two students taught FNO during the BAAT program given Math Reasoning and Numerical Operations portions of the Wechsler Individual Achievement Test, post-program scores increased over one letter grade compared to pre-program scores. |
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| 120. Increasing the Completion and Accuracy of Independent Seatwork with Structured Worksheets and Indiscriminable Contingencies |
| Area: EDC; Domain: Applied Research |
| SUMMER FERRERI (The Ohio State University), Natalie Allen-Williams (The Ohio State University), Michelle A. Anderson (The Ohio State University), Charles L. Wood (The Ohio State University), Shobana Musti-Rao (The Ohio State University), Terri Hessler (The Ohio State University), William L. Heward (The Ohio State University) |
| Abstract: We used ABABC design to compare the completion and accuracy of independent seatwork by 14 urban second-graders attending a summer school program under three conditions. During Board Work (A) students copied math, proofreading, spelling, reading comprehension, and language arts questions that their teacher had written on the large erasable board at the front of the classroom and wrote the answers on a blank piece of paper. During intervention (B) students were given a Structured Worksheet consisting of typed questions, blanks for answers, and smiley faces separating each section. The Structured Worksheets contained the same type and number of questions as had been written on the board during baseline. An Indiscriminable Contingency (C) was added to the B condition in which students could earn rewards for accurately completing certain problems on their worksheets. After the seat work period was over, the teacher used a spinner to identify the section of the worksheet and the specific problem(s) that had to be answered correctly for students to earn a reward. Results indicate that Structured Worksheets were effective in increasing both the completion and accuracy of students’ independent seatwork, with the highest levels of performance occurring when the Indiscriminable Contingency was in effect. |
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| 121. Increasing Peer and Adult Interaction of a Socially Withdrawn Preschooler |
| Area: EDC; Domain: Applied Research |
| HEIDI OKAMOTO (University of the Pacific) |
| Abstract: The purpose of this study was to increase the peer and adult interaction of a socially withdrawn preschooler. The participant was a 4-year-old girl referred for behavioral services because of little adult and peer interaction and crying. A University graduate student intern consulted with the teacher to create the behavior plan. The graduate student intern, the teacher and the aid used social positive reinforcement for initiating interaction with adults or peers in the classroom. The participant then began to increase her adult interaction, but not her peer interaction. The second phase consisted of adults reinforcing interaction and then prompting peer interaction. Adult prompts were faded out. Results show an increase in adult interaction after the first phase of intervention and an increase in peer interaction after the second phase of intervention. Follow up data in the participant's Kindergarten class indicate peer and adult interaction that is typical to her peers. |
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| 122. Effects of a Group Contingency Strategy on Student Classroom Behaviors in Korean Elementary Classes |
| Area: EDC; Domain: Applied Research |
| JOO-HYUG JUNG (University of Tsukuba, Japan), Hosung So (California State University, San Bernardino), Man-Hee Choi (Busan I'Cons - Korea), Hayoung Kim (West Virginia University) |
| Abstract: The purpose of this study was to examine the effects of a group contingency strategy on student behaviors in elementary physical education classes. Eighty students (40 boys and 40 girls) selected form two coeducational 6th grade physical education classes participated in this study. A multiple-baseline design across student target behaviors such as waiting time, off-task, and activity engagement was used to determine the effects of exposure to behavioral intervention on student behaviors versus the absence of the behavioral intervention. Data were collected through class observation and videotaping presenting 18 ball game and gymnastics lessons. Results indicated that a group contingency strategy was effective in increasing the percentage of on-task behavior and reducing student waiting time and off-task in the experimental group. Compared to the experimental group, the control group showed no significant behavioral changes. An important contribution of this study was that results found support for the view that the group contingency strategy (Sidentop, 2000) would be effective in decreasing inappropriate behavior and increasing prosocial behavior which consequently builds new forms of behavior by applying contingencies consistently and using effective consequences. |
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| 123. Extending the Clock-Light Literature: Automated Fixed Interval Group Contingency in a Middle School |
| Area: EDC; Domain: Applied Research |
| THEODORE J. CHRIST (University of Southern Mississippi) |
| Abstract: Classroom-based management/intervention recommendations that are provided by behavior analysts in school-based settings might excessively emphasize student-specific strategies and neglect the more efficient and potentially effective group-level behavior management strategies. This research evaluated the effects of an interdependent group-oriented contingency mediated by an automated digital feedback system (digital scoreboard) to extend the clock-light and group contingency literature. A target class of middle-school students (N=13) served as participants. An ABAB design was used to evaluate intervention effects. The dependent variables included direct observations of active engaged time (AET), teacher acceptability ratings, and student acceptability ratings. A review of 30% of observation suggests IOA (using point-by-point agreement) for AET procedures exceeded a criterion of 90% agreement across observations. The results suggest moderate improvement in AET (32%, 69%, 34%, 58%) and positive ratings for teacher acceptability (IRP-15, M=4.6, SD=1.2). These results were observed despite low student ratings for acceptability (Modified IRP-15, M=2.8, SD=1.8) from a historically resistant student group who had not responded to previous intervention attempts that included office referrals, in- and out-of-school suspension, corporal punishment, and The Good Behavior Game. These results are interpreted along with limitations and future directions. |
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| 124. Using Preferred Activities as an Intervention to Decrease Inappropriate Classroom Behavior |
| Area: EDC; Domain: Applied Research |
| CARLOS JUAN PANAHON (Centennial School), Matthew Link (Centennial School), Theresa Berndt (Centennial School), Ryan Cron (Centennial School), Sonya Xander (Centennial School) |
| Abstract: Preferred activities have been shown in the research to be effective in reducing inappropriate behaviors. The present study examined the effects of incorporating a preferred activity into a school-wide point system to decrease problematic behavior occurring throughout the school day. Bobby, a 15-year-old boy whose favorite activity was listening to music, participated in this study. A changing criterion design was used to evaluate the effects of allowing access to the preferred activity contingent on meeting daily expectations. The student’s behavior was evaluated across 5 goal areas using a 3-point rating scale (2= Meets expectations, 1= Close to expectations, 0= Below expectations). Interrater reliability was assessed over 30% of days. Reliability averaged 95% or above for all behaviors. Results of this study indicated that problem behavior was reduced after the implementation of the intervention. Bobby’s mean ratings of “1” dropped from 8.0 to 0.3 and his mean ratings of “0” decreased from 4.5 to 0. Implications for practice and future research will be discussed. |
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| 125. Teaching Social Skills as an Alternative to In-School Suspension for Students with Chronic Aberrant Behavior |
| Area: EDC; Domain: Applied Research |
| LAURA LACY RISMILLER (The Ohio State University), Lloyd D. Peterson (The Ohio State University) |
| Abstract: A schoolwide reform program emphasizing social skills training was implemented at an urban elementary school in a large midwestern city. Rather than being sent to "PEAK" (i.e., an in-school suspension room) as punishment for an unspecified amount of time, students were directed (via an administrator) to the Intensive Services Room (or I.S. Room) to work on the specific social skill(s) that the student appeared to be lacking (as displayed through their behavior). Students who were referred to the I.S. Room spent, on average, a third less time in the I.S. Room than in the PEAK Room, allowing them to remain in their classrooms for valuable instruction time. Furthermore, administrators, teachers, parents, and students expressed great satisfaction with the new program, emphasizing the importance and value of using positive, rather than punitive methods to increase appropriate behavior. |
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| 126. A Treatment Package for Improving Playground Behavior Among Elementary Students |
| Area: EDC; Domain: Applied Research |
| MICHELLE MARCHANT (Brigham Young University), Jana S. Lindberg (Brigham Young University), K. Richard Young (Brigham Young University), Adam K. Fisher (Brigham Young University), Brock Solano (Brigham Young University) |
| Abstract: This empirical study was conducted in an urban elementary school adopting a school-wide approach to improving students’ academic and social behavior. The presentation will briefly describe a preventative Positive Behavior Support (PBS) model designed to promote systemic change in one or more of three contexts: non-classroom (e.g., playground, hallway, bus lines), classroom, and with individual students. The presentation will highlight the results of an intervention that successfully reduced the aggressive behavior of three boys during recess and on the playground. The treatment package consisted of (a) teaching students new playground rules during Physical Education class, (b) providing reminders of the rules, (c) modifying the playground to facilitate appropriate play, (d) encouraging playground monitors to take a more active supervisory role, and (e) conducting a self-management program for students who consistently engaged in aggression. The effects of the intervention were evaluated within a multiple baseline design across students. The dependent variables, verbal and physical aggression and appropriate play, were measured by recording student responses per minute within a 10-s interval recording system. Interobserver agreement was assessed for each participant during 25% of the sessions. Percentage agreement averaged 96% for all phases of the study (range, 83% to 100%). |
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| 127. Enhancing Socially Withdrawn Children’s Playground Behavior Via Peer Monitoring and Social Skills Instruction |
| Area: EDC; Domain: Applied Research |
| BROCK R. SOLANO (Brigham Young University), Michelle Marchant (Brigham Young University), Adam K. Fisher (Brigham Young University), K. Richard Young (Brigham Young University) |
| Abstract: This presentation will demonstrate the effects of social skill instruction, peer monitoring, adult monitoring, and self-management strategies on the positive social playground behavior (i.e., communication, participation) of elementary grade school children identified with internalizing behavior problems. Participating students included five, first through sixth grade students identified by their teachers through the Systematic Screening for Behavior Disorders (SSBD) as having internalizing behavior. Students were further evaluated using the Internalizing Symptom Scale for Children (ISSC) or the Preschool and Kindergarten Behavior Scales (PKBS). A functional behavioral assessment was also completed for each student. A treatment package was then designed from assessment information. A single subject changing conditions experimental design was used to evaluate the intervention. Data obtained through direct observation will be presented on all five students all of which showed marked improvement due to the treatment package. Reliability was measured for 50% of the sessions with the mean for both communication and participation being 98%. The range for communication was 94% to 100 and the range for participation was 93% to 100%. |
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| 128. The Effects of Increasing Teacher Praise on Student Behavior Maintained by Attention |
| Area: EDC; Domain: Applied Research |
| DARLENE H. ANDERSON (Brigham Young University), Jana S. Lindberg (Brigham Young University), K. Richard Young (Brigham Young University), Michelle Marchant (Brigham Young University) |
| Abstract: This presentation will highlight the effects of using teacher praise to reduce the physical and verbal aggression of two elementary school students enrolled in general education classrooms. In Irwin’s case, a class-wide DRA procedure successfully reduced the attention-maintained problem behavior exhibited during teacher instruction. In Victor’s case, two additional intervention phases were implemented. For Victor, increased amounts of teacher praise across the three phases resulted in marked decreases in physical and verbal aggression and increases in on-task behavior. The interventions with both students were preceded by functional behavioral assessments. Classroom teachers were instructed to deliver specific contingent praise in lieu of verbal reprimands. They were also encouraged to use an electronic device providing a timed prompt. Single subject designs were used to assess the effects of the interventions. With respect to the dependent variables, physical and verbal aggression, interobserver agreement ranged from 93%-100% (Irwin) and 98%-100% (Victor). The study extends previous research supporting the use of differential reinforcement to improve the quality of student-teacher interactions. |
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| 129. Evaluating Positive Behavior Support Implementation: Using Office Referrals to Decrease Problem Behaviors in Urban Schools |
| Area: EDC; Domain: Applied Research |
| CHERYL UTLEY (Juniper Gardens Children's Project, University of Kansas), Stephanie Thorne (Juniper Gardens Children's Project, University of Kansas), Kazunari Hashimoto (Juniper Gardens Children's Project, University of Kansas) |
| Abstract: This study will present office discipline referrals as a measure of the effectiveness of a schoolwide PBS program, Character Helps Achieve More Positive Students (CHAMPS), in an urban elementary school (N=372). To reduce the frequency of school problem behaviors, positive behavior support (PBS) programs have been implemented as an alternative to traditional disciplinary strategies. The primary research question addressed was: Are there significant differences in office discipline referrals when schoolwide PBS interventions are implemented across the entire school year. Office discipline referrals were collected prior to and following the implementation of CHAMPS. Data collection procedures included the evaluation of the components of CHAMPS against a fidelity checklist of critical features of schoolwide PBS. Based upon a total number of 137 office discipline referrals, results showed that (a) boys, as compared to girls, had the highest number of discipline referrals, (b) classroom disruptions accounted for a significant number of office referrals, and (c) a significant decrease in the frequency of office discipline referrals following the implementation of CHAMPS. The fidelity of CHAMPS as a schoolwide PBS program was 95%. Implications of PBS program implementation will be discussed. |
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| 130. The Effect of Behavioral Momentum and Functional Communication Fading on Non-Compliance and Disruption in the Classroom |
| Area: EDC; Domain: Applied Research |
| CRAIG N. NUSSBAUM (Bancroft NeuroHealth), Dawn M. Smith (Bancroft NeuroHealth), Patti Tilton (Bancroft NeuroHealth), Elizabeth Kaighn (Bancroft NeuroHealth), Kelli Quaile (Bancroft NeuroHealth), Ruth Torres (Bancroft NeuroHealth) |
| Abstract: Previous functional communication training on an F1 schedule resulted in an initial decrease in the disruptive behavior of an 8 year old student with autism. These results were not however maintained. This project focused on fading the reinforcement schedule as well as combining behavioral momentum to reduce disruption and increase compliance. Systematic fading was conducted by handing the student a "wait" card when he manded for an item and then fading the amount of time he needed to wait before he received the item. Waiting often resulted in disruptive behavior, so the student was then given high probability demands to complete while waiting. The data show an increase in appropriate waiting as well as a significant decrease in disruptive behavior. Inter-observer reliability measures resulted in 89% reliability. |
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| 131. The Effects of Peer-Mediated Positive Behavior Supports On An Elementary School Student Exhibiting Internalizing Behavior |
| Area: EDC; Domain: Applied Research |
| LYNNETTE CHRISTENSEN (Brigham Young University), K. Richard Young (Brigham Young University), Michelle Marchant (Brigham Young University) |
| Abstract: This presentation will explore the results of using a peer as a mediator of a positive behavior support plan designed for a male third grade student referred for internalizing behaviors who was at-risk for social and academic failure. The intervention process included functional behavioral assessment (FBA) from which the function of behavior was hypothesized to be escape/avoidance. FBA results were then linked to an individualized positive behavior support plan (PBSP). A self-management procedure and social skills instruction designed to meet specific student needs served as the foundation of the PBSP. A single subject ABAB design was used to evaluate the intervention. During all intervention phases, the student’s socially appropriate classroom behavior exceeded the mean of comparison students from his classroom with his work completion rate exceeding that required by the teacher. This marked improvement maintained through systematic fading of reinforcement. Interobserver agreement was assessed for 25% of the sessions and averaged 90% with a range of 84% to 98%. The procedure was also found to be socially valid by the teacher, student, and peer who participated. |
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| 132. Rewards and Intrinsic Motivation: A Test of Cognitive Mediators |
| Area: EDC; Domain: Applied Research |
| JUDY CAMERON (University of Alberta), W. David Pierce (University of Alberta) |
| Abstract: The present study was designed to investigate the effects of rewards on intrinsic motivation when participants were rewarded for achievement in a learning phase, a test phase, or both. The study was also designed to assess the presumed cognitive mediators of reward effects. In terms of mediators, cognitive evaluation theory (Deci, Koestner, & Ryan, 1999) predicts that people who are rewarded for doing activities will perceive themselves as controlled by the reward, their perceptions of competence and self-determination will decrease, and they will be less interested in the activity. As a result, they will spend less time on an activity in a free-choice period once the rewards are no longer available (that is, intrinsic motivation will be reduced). Using a 2 X 2 factorial design with two levels of reward in a learning phase (reward, no reward) and two levels of reward during a testing phase (reward, no reward), we found that rewards increased time on task in the free-choice period and ratings of task interest and competence. There was no evidence that rewards altered perceptions of self-determination and participants did not rate the rewards as controlling. Overall, the findings are contrary to predictions of cognitive evaluation theory. |
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| 133. A Behavior Analytic Evaluation of the Overjustification Effect: Stated and Unstated Contingencies |
| Area: EDC; Domain: Applied Research |
| CHARNA MINTZ (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Erin Faye (University of Nevada, Reno), Danny Aldis (University of Nevada, Reno) |
| Abstract: Two studies were conducted to evaluate the effects of extrinsic, tangible reinforcement on intrinsically reinforced behaviors in relation to the overjustification effect. This effect has been demonstrated, through group methodology, that the delivery of extrinisic rewards may decrease intrinsic motivation following its subsequent removal. The purpose of this research was to evaluate this effect through single subject methodology, utlizing rewards that have been demonstrated to function as reinforcers. Experiment 1 evaluated the effects of stated and unstated contingencies on play during reinforcement and extinction conditions, while experiment 2 evaluated these same effects on academic responding. Results extend the existing literature on the overjustification effect by providing individual level analyses utilizing time series methodology to evaluate trend, variability, and behavioral processes. |
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