A token-reinforcement remedial reading program administered by black therapy-technicians to problem black children

Staats, Arthur W.; Minke, Karl A.; Butts, Priscilla

doi:10.1016/s0005-7894(70)80112-5

Cited by 40 publications

(19 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In terms of the feedback procedures discussed earlier, token-economy studies have included tangible, symbolic, verbal, and verbal-directional feedback information delivered in an endless variety of combinations, usually without controls for the relative effects of each (e.g., Staats & Butterfield, 1965;Staats, Minke, & Butts, 1970;Staats et al, 1964;Walker & Hops, 1976;Willis, Morris, & Crowder, 1972;Wolf, Giles, & Hall, 1968). In some research, tokens have not been delivered until the end of a remedial instruction period (e.g., Chadwick & Day, 1971;Knapezyk & Livingston, 1973;Walker & Hops, 1976).…”

Section: Implications Of Feedback Research For the Modification Of Acmentioning

confidence: 99%

“…The authors of such studies have argued that any performance gains that are observed should be attributed to the use of tokens. The effects of information variables inherent in instructional programs, however, have not been evaluated (e.g., Staats & Butterfield, 1965;Staats et al, 1964Staats et al, , 1970Walker & Hops, 1976;Willis et al, 1972;Wolf et al, 1968). A related methodological problem is created by an emphasis on the importance of delivering positive verbal feedback along with tokens (e.g., Dalton, Rubino, & Hislop, 1973;Kuypers et al, 1968).…”

Section: Implications Of Feedback Research For the Modification Of Acmentioning

confidence: 99%

“…The failure of token economy researchers to systematically assess the effects of various types and combinations of feedback information is further exemplified in a series of studies conducted by Staats and his colleagues (Staats & Butterfield, 1965;Staats et al, 1964Staats et al, , 1970. These investigators accumulated a considerable amount of data, which they interpreted as supporting the use of tokens for the remediation of reading deficits.…”

Section: Uncontrolled Information Variablesmentioning

confidence: 99%

See 2 more Smart Citations

Effects of Type and Combination of Feedback upon Conceptual Learning by Children: Implications for Research in Academic Learning

Barringer

Gholson

1979

Review of Educational Research

View full text Add to dashboard Cite

Laboratory research was reviewed that compared the effects of various types (verbal, symbolic, tangible) and combinations (right-wrong, right-blank, wrong-blank) of feedback upon children's conceptual learning. This research was evaluated in terms of theories involving reinforcement, motivation, and information-processing interpretations. In general, the findings have been consistent in two respects: (I) Verbal and symbolic feedback produce more rapid acquisition than does tangible feedback. (2) The wrong-blank combination produces faster acquisition and more resistance to extinction than does the right-blank condition. Results yielded by the right-wrong combination have been inconsistent. Several variables which interact with the type and combination of feedback children receive have not been systematically evaluated (e.g., incentive value, instructions, feedback accumulation, mode of delivery). Implications of laboratory research findings were then considered in relation to prototypic research designed to modify and improve children's academic learning. The general conclusion was that those concerned with applied research have overlooked some important findings, implications, and issues derived from laboratory research.During the past two decades, a number of investigators have demonstrated that conceptual learning is differentially affected by various types and combinations of

show abstract

Section: Implications Of Feedback Research For the Modification Of Acmentioning

confidence: 99%

Section: Implications Of Feedback Research For the Modification Of Acmentioning

confidence: 99%

Section: Uncontrolled Information Variablesmentioning

confidence: 99%

See 1 more Smart Citation

Effects of Type and Combination of Feedback upon Conceptual Learning by Children: Implications for Research in Academic Learning

Barringer

Gholson

1979

Review of Educational Research

View full text Add to dashboard Cite

show abstract

“…We excluded Staats's (1968a) report of his research preparation (methods and apparatus, published after 1967); Ryback and Staats's (1970) and Staats, Minke, and Butts's (1970) replications of Staats and Butterfield (1965) and Staats et al (1967;published after 1967); Staats, Staats, Schultz, and Wolf's (1962), , and Staats, Minke, Finley, Wolf, and Brooks's (1964) reports of reading (applied research, not behavioral applications); and Staats's (1964aStaats's ( , 1965 reviews of this research (identical chapters).…”

Section: The Early Applied Behavioral Research Literaturementioning

confidence: 99%

A study in the founding of applied behavior analysis through its publications

2013

View full text Add to dashboard Cite

This article reports a study of the founding of applied behavior analysis through its publications. Our methods included hand searches of sources (e.g., journals, reference lists), search terms (i.e., early, applied, behavioral, research, literature), inclusion criteria (e.g., the field's applied dimension), and (d) challenges to their face and content validity. Our results were 36 articles published between 1959 and 1967 that we organized into 4 groups: 12 in 3 programs of research and 24 others. Our discussion addresses (a) limitations in our method (e.g., the completeness of our search), (b) challenges to the validity of our methods and results (e.g., convergent validity), and (c) priority claims about the field's founding. We conclude that the claims are irresolvable because identification of the founding publications depends significantly on methods and because the field's founding was an evolutionary process. We close with suggestions for future research.

show abstract

“…Behaviour modification techniques have now been used with conspicuous success with diverse populations, such as the mentally retarded (Staats, 1970). delinquents (Krasner.…”

Section: (4) Behaviour Modificationmentioning

confidence: 99%

Maladjusted Pupils in Ordinary Schools

Kolvin¹,

Rf²,

Ar³

et al. 1976

British J Special Edu

View full text Add to dashboard Cite

Trost, M. A. (1971) The primary mental health project: A new way to conceptualize and deliver school mental health service. Psychol. School, 8, 216-225. Am. Sci., 59, 723-733. Cowen, E. L., Dorr, D. A., Orgel, A. R. (1971) Interrelations among screening measures for early detection of school dysfunction. Psychol. School., 8, 135-139. Cowen, E. L. (1973) Social and Community Interventions. Reprinted

show abstract

A token-reinforcement remedial reading program administered by black therapy-technicians to problem black children

Cited by 40 publications

References 10 publications

Effects of Type and Combination of Feedback upon Conceptual Learning by Children: Implications for Research in Academic Learning

Effects of Type and Combination of Feedback upon Conceptual Learning by Children: Implications for Research in Academic Learning

A study in the founding of applied behavior analysis through its publications

Maladjusted Pupils in Ordinary Schools

Contact Info

Product

Resources

About