|
| EAB 5 |
| Saturday, May 29, 2004 |
| 1:30 PM–2:20 PM |
| Fairfax A |
| Area: EAB |
| Chair: Sheila R. Alber-Morgan (University of Southern Mississippi) |
| |
| The Effects of Monitoring and Incompatible Contingencies on Say/ Do Correspondence |
| Domain: Applied Research |
| AMY CRYE (Spectrum Center), Freddy Reyes (University of North Texas), Sigrid S. Glenn (University of North Texas) |
| |
| Abstract: This study investigated effects of monitoring on correspondence between nonverbal responding and compatible and incompatible verbal descriptions of those contingencies. In the Nonverbal Component, the contingency was either on 0.8 s or 3.4 s IRT. In the Verbal Component, subjects made responses to a statement about the contingency for reinforcement in the Nonverbal Component. Shaping was used to establish targets of 0.8 s and 3.4 s in this component. In 7/8 opportunities subjects exhibited nonverbal and verbal behavior sensitive to respective contingencies regardless of compatibility. Sensitivity to contingencies was unaffected by monitor's presence. |
| |
| Teaching Fifth Graders with Behavior Disorders to Recruit Positive Teacher Attention: Effects on Academic Productivity |
| Domain: Applied Research |
| SHEILA R. ALBER-MORGAN (University of Southern Mississippi), Lara Anderson (University of Southern Mississippi), Karen Moore (University of Southern Mississippi) |
| |
| Abstract: Four fifth graders with behavior disorders attending an outpatient facility were trained to recruit positive teacher attention using the following procedure: raise hand, wait quietly for the teacher, and ask the teacher for assistance or feedback in a polite voice. Data on student recruiting and academic productivity were collected across forty-five 20-minute experimental sessions. A multiple baseline across students design demonstrated a functional relationship of recruitment training on the number of appropriate recruiting responses emitted by the students, and on the students’ accuracy and completion of independent math seatwork. After training, all four students increased and maintained their appropriate recruiting responses to the target criterion (3 to 5 per session) and decreased their inappropriate recruiting responses (1 or less per session). Additionally, student accuracy on independent math assignments increased. IOA was assessed on 20% of the sessions and ranged from 99-100%, and procedural reliability assessed on 25% of the sessions was 100%. Previous research has demonstrated the positive effects of recruitment training on appropriate recruiting responses and academic productivity (e.g., Alber et al., 1999; Craft et al., 1998; Wolford et al., 2001). This study extends previous recruiting research to elementary students with behavior disorders attending an outpatient facility in Mississippi. |
| |
|
| |