Reconstructing Behaviour Analysis in Education: a revised behavioural interactionist perspective for special education

Wheldall, Kevin; Carter, Mark

doi:10.1080/0144341960160203

Cited by 25 publications

(7 citation statements)

References 48 publications

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“…This interpretation would contradict evidence from a large number of experimental analyses indicating that parent-administrated, positive reinforcement-based educational interventions reliably improve children's academic performance (e.g., Duvall et al, 1992;Persampieri et al, 2006;Resetar et al, 2006). However, as noted above, the effectiveness of such interventions is not only based on the reinforcement of 'correct' responses, but, critically, on the differential nonreinforcement of 'errors' and the systematic arrangement of problem difficulty such that errors are unlikely at any given stage of learning (e.g., Wheldall, 2005;Wheldall & Carter, 1996). Although attempts were made to characterise such effective teaching practices with the PCSB scale 'use of positive reinforcement contingencies' items such as 'My parents are good teachers', differential reinforcement practices are not easily observed by schoolchildren; neither would they be thought to be uniformly related with the frequency with which their parents arrange for positive reinforcement contingencies.…”

Section: Relations Between Parental Contingency Operations and Childrmentioning

confidence: 97%

“…However, it should be noted that the effective use of verbal praise, pats, hugs or treats in educational interventions entails differential reinforcement; that is, the reinforcement of successive approximations of desired response forms and discriminative responses and the non-reinforcement of errors (e.g., Wheldall, 2005;Wheldall & Carter, 1996). Frequent, non-differential positive reinforcement is a behavioural description of the parental practice more commonly described as 'spoiling', a form of intervention not anticipated to increase academic achievement.…”

Section: Observing Parental Contingency Operations For School-relatedmentioning

confidence: 99%

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Parental educational involvement conceived as the arrangement of contingency operations

Mellon

Moutavelis

2009

Educational Psychology

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Section: Relations Between Parental Contingency Operations and Childrmentioning

confidence: 97%

Section: Observing Parental Contingency Operations For School-relatedmentioning

confidence: 99%

Parental educational involvement conceived as the arrangement of contingency operations

Mellon

Moutavelis

2009

Educational Psychology

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“…It draws upon rational analysis (Anderson, 1990;Brown, 1996Brown, , 1998, direct instruction (Carnine & Becker, 1982;Carnine et al, 1997;Engelmann & Carnine, 1982), and behavioural psychology (Solity, 1991;Solity & Bull, 1987;Wheldall & Carter, 1996). Both rational analysis -a theory developed within the field of cognitive psychology -and direct instruction shift the emphasis from what happens 'in the mind' to the structure of the environment and how it influences cognition (Anderson, 1990).…”

Section: Instructional Psychologymentioning

confidence: 97%

Real books vs reading schemes: a new perspective from instructional psychology

Solity¹,

Vousden

2009

Educational Psychology

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A fiercely contested debate in teaching reading concerns the respective roles and merits of reading schemes and real books. Underpinning the controversy are different philosophies and beliefs about how children learn to read. However, to some extent debates have largely been rhetoric-driven, rather than research-driven. This article provides a theoretical perspective derived from instructional psychology and explores the assumptions that have been made about the use of real books and reading schemes, which have tended to polarise arguments about their respective strengths and limitations. It analyses the structures of adult literature, children's real books, and reading schemes, and examines the demands that they make on children's sight vocabulary and phonic skills. The critical high-frequency words and grapheme-phoneme correspondences (GPCs) are identified that will enable children to read the majority of phonically regular and irregular words that they encounter which, perhaps surprisingly, occur more often in real books than structured reading schemes. Learning additional sight words or GPCs is of limited value due to their relatively low occurrence in written English and, thus, potentially minimal impact on children's reading. Finally, the implications of this research for teaching reading are considered, particularly the complementary roles of real books and teaching methods derived from instructional psychology. In the past they have been viewed as diametrically opposed and mutually exclusive. BackgroundA long-running debate in teaching reading concerns whether children learn best through the use of 'reading schemes' or 'real books'. Underpinning the controversy are different philosophies and beliefs about how children learn to read, in particular about the roles of phonic and whole language approaches to teaching reading and their impact on children's progress. The tensions between the two were recognised over 30 years ago in the Bullock Report (Department of Education and Skills [DES], 1975) which commented:

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“…Instructional psychology draws on the work of Anderson (1990) and Brown (1998) in rational analysis; Carnine and Becker (1982), Carnine, Silbert, and Kameenui (1997), and Engelmann and Carnine (1982) in direct instruction and Solity (1991), Solity and Bull (1987), and Wheldall and Carter (1996) in the area of behavioural psychology. This theoretical basis has two major implications.…”

mentioning

confidence: 99%