Effect of two free-time reinforcement procedures on academic performance in a class of behavior problem children.

Abstract

Three behavior problem children, ages 11-14, who had been placed in a state mental health facility, were subjected to baseline and two sequential reinforcement conditions (reading reinforcement and chance reinforcement). The results indicate that free time can function as a reinforcer producing increases in the percentage of items answered correctly. Further, the results indicate that improvements can be affected in other academic subjects when only reading accuracy is reinforced. Finally, it was apparent that neither a reading reinforced nor a chance reinforcement condition produced consistently differential results. Results imply that a procedure which reinforces the qualitative aspects of academic performance can be effective in increasing the accuracy of academic performance. Moreover, these improvements in academic behavior were achieved using free time, a reinforcer which is inexpensive and readily available to the teacher. It should also be noted that a single 20-minute free-time period was effectively used to produce changes in three academic areas.

Guidelines for Implementing A Classroom Reward System

“…Natural privileges in the classroom are good choices (Marholin, Mclnnis, & Heads, 1974;McLaughlin & Malaby, 1972). Often other school personnel will cooperate by letting students earn the right to be a library aide, office worker, or counselor assistant.…”

The Effects of Structured Free-Time on Request Compliance and On-Task Behavior of a Preadolescent with ADHD

“…Providing structured free-time contingent on task completion of tasks has been found to reinforce target behaviors by positive reinforcement, negative reinforcement, or a combination of both (Serna & Osborne, 1993;Zarconne, Fisher, & Piazza, 1996). Marholin II, McInnis and Heads (1974) found that contingent free-time increased the academic performance of three children with problem behaviors and Mahoney and McLaughlin (1989) were able to reduce verbal and behavioral interruptions in high school students. The use of structured free-time simultaneously rewards the child and can provide additional time to learn, whereas, a potential reinforcer such as tokens in a token economy or contingent praise might not.…”

The Effects of Direct and Implicit Non-contingent Rewards on Children's Performance of a Fine Motor Skills Task

“…The effectiveness of teacher-administered rewards in changing children's classroom behaviour is well established in regard to both academic skill tasks (e.g. Hopkins, Schutte & Garton, 1971;Marholin, Mclnnes & Heads, 1974) and general compliance (e.g., Deitz & Repp, 1974;Hall, Lund & Jackson, 1968). The effectiveness of these rewards as reinforcers has long been recognized as dependent upon several components of the reward system, one of which is the contingency of the reward upon the emission of the behaviour that is to be increased or maintained (Bandura, 1969, p. 255).…”