Direct and collateral changes in on-task and academic behavior resulting from on-task versus academic contingencies

Hay, William M.; Hay, Linda R.; Nelson, Rosemery O.

doi:10.1016/s0005-7894(77)80079-8

Cited by 38 publications

(19 citation statements)

References 11 publications

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“…The finding that reinforcing productivity increased the overall percent of time spent attend-. ing supports the findings reported by Kirby andShields (1972), McLaughlin et al (1977), and Hay et al (1977). Contrary to the Ferritor et al (1972), McLaughlin et al (1977, and Hay et al (1977) studies were the present findings that reinforcement of attending behavior resulted in faster production times by comparison with either Baseline or Reinforce Not Attending.…”

Section: Discussionsupporting

confidence: 90%

“…ing supports the findings reported by Kirby andShields (1972), McLaughlin et al (1977), and Hay et al (1977). Contrary to the Ferritor et al (1972), McLaughlin et al (1977, and Hay et al (1977) studies were the present findings that reinforcement of attending behavior resulted in faster production times by comparison with either Baseline or Reinforce Not Attending. These data indicated that a relationship exists between performance and attending regardless of whether contingencies are directed to facilitative behaviors (i.e., attending) or performance.…”

Section: Discussionsupporting

confidence: 90%

“…In contrast, Ferritor, Buckholdt, Hamblin, and Smith (1972) showed performance and attention to be responsive to programmed contingencies only when selectively reinforced. Recently, McLaughlin, Brown, Malaby, and Dolliver (1977) corroborated Ferritor et al (1972) by showing that direct reinforcement of attending alone failed to affect production measures.The most recent effort to study the relationship of direct and collateral changes in attending and academic performance resulting from attending versus performance contingencies was made by Hay, Hay, and Nelson (1977). They found that the performance contingency was the more effective intervention strategy, producing increments in both attending and producing.…”

mentioning

confidence: 99%

“…The most recent effort to study the relationship of direct and collateral changes in attending and academic performance resulting from attending versus performance contingencies was made by Hay, Hay, and Nelson (1977). They found that the performance contingency was the more effective intervention strategy, producing increments in both attending and producing.…”

mentioning

confidence: 99%

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A Functional Analysis of the Relationship Between Attending and Producing in a Vocational Training Program

Rusch

1979

J Spec Educ

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This study evaluated the relationship between attending to task and speed of task completion in a vocational training program. Six mentally retarded male adults were randomly assigned to 2 experimental groups and treated in multiple-baseline fashion. Group 1 received reinforcement for speed of task completion; Group 2 received reinforcement for time spent attending to task. Results showed that subjects who spent more time completing tasks also spent an appreciable percentage of their time attending to task, by comparision with baseline measures. Also, subjects reinforced for not attending to task without exception did not complete tasks. On the other hand, directly reinforcing speed of task completion resulted in speedier completion of tasks and increased time spent attending to task. Further, directly reinforcing time spent attending to task resulted in more attending and more rapid task completion. Determining which measure, when treated, would be the more economical to address was only conservatively estimated. It was suggested that reinforcing facilitative responses may reduce observed variability in responding associated with speed of task completion.Several studies have reported improvements in academic performance and attention as a result of direct and concurrent reinforcement of classroom behaviors related to performance and responses to academic stimuli or to academic responses alone. Kirby and Shields (1972) found that selective reinforcement for performance occasioned increases in the percentage of time spent attending. In contrast, Ferritor, Buckholdt, Hamblin, and Smith (1972) showed performance and attention to be responsive to programmed contingencies only when selectively reinforced. Recently, McLaughlin, Brown, Malaby, and Dolliver (1977) corroborated Ferritor et al. (1972) by showing that direct reinforcement of attending alone failed to affect production measures.The most recent effort to study the relationship of direct and collateral changes in attending and academic performance resulting from attending versus performance contingencies was made by Hay, Hay, and Nelson (1977). They found that the performance contingency was the more effective intervention strategy, producing increments in both attending and producing. The attending contingency increased attending behaviors without concomitant academic improvements.In short, research findings are in conflict on the relationship between attending and producing. Evidence available seems to indicate that academic perfor-1 The author acknowledges the cooperation of James Q. Affleck and Irvin Emanuel in conducting this investigation.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 90%

mentioning

confidence: 99%

mentioning

confidence: 99%

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A Functional Analysis of the Relationship Between Attending and Producing in a Vocational Training Program

Rusch

1979

J Spec Educ

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“…This lack of a clear reversal effect following a successful treatment for math performance has been documented by other investigators (Fantuzzo & Clement, 1981;Hay, Hay, & Nelson, 1977;Kirby & Shields, 1972). Hay et al (1977) reported a rapid drop in on-task behavior when the on-task contingency was withdrawn; however, there was a negligible drop in math performance following the withdrawal of the math contingency.…”

Section: Discussionmentioning

confidence: 67%

Application of the “Generalization Map” to a Self‐control Intervention With School‐aged Children

Stevenson¹,

Fantuzzo²

1984

J of App Behav Analysis

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The assessment of generalization has become a priority of applied behavior analysis. This study provided a thorough assessment of the generality of a comprehensive self-control intervention. This intervention incorporated a number of self-management skills and was designed to increase the math performance of an underachieving student in a regular elementary school classroom. All possible classes of generalization as outlined by Drabman, Hammer, and Rosenbaum (1979) were assessed. An ABAB design with follow-up was used to determine the effectiveness of the intervention for the treated student's math performance in the school setting as well as the degree of generalization across the following untreated dimensions: behavior

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Behavior and achievement relationships with emotionally disturbed children: An applied study

Gaughan¹,

Axelrod²

1989

Psychol. Schs.

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Reciprocal relationships between on-task behavior and certain academic performance targets have been demonstrated in a number of short-term applied behavior analysis studies. These studies have not had emotionally disturbed or behavior disordered (ED/BD) children as subjects, and are generally not carried out over sufficient intervals to measure effects on standardized tests of achievement. Studies of ongoing programs over longer periods of time have shown inconsistent results when comparing levels of on-task behavior with standardized achievement gains. The present study questions the hypothesized relationship between on-task behaviors and standardized achievement with ED/BD children. Further, it seeks to determine significant relationships between certain specific on-task behaviors (e.g., completing assignments) and standardized achievement. Forty ED/BD children participated in a token economy over the course of an entire academic year. Minimal pre-post achievement gains @< .01) and a high level of on-task behavior (84%) were noted, but there were no significant relationships between on-task behaviors and measured achievement. The results are discussed in the context of similar findings from other ongoing programs with ED/BD students. Suggestions are offered for investigating other classes of behavior (e.g., academic engaged time) with these children, in order to discover more consistent behavior-achievement relationships.

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Direct and collateral changes in on-task and academic behavior resulting from on-task versus academic contingencies

Cited by 38 publications

References 11 publications

A Functional Analysis of the Relationship Between Attending and Producing in a Vocational Training Program

A Functional Analysis of the Relationship Between Attending and Producing in a Vocational Training Program

Application of the “Generalization Map” to a Self‐control Intervention With School‐aged Children

Behavior and achievement relationships with emotionally disturbed children: An applied study

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