Modification of arithmetic response rate and attending behavior in a seventh-grade student.

An adjusting fixed-ratio schedule of praise and immediate correctness feedback produced increases in a seventh-grade student's arithemic response rate. Percentage of time spent in attending behavior also increased collaterally. Removal of the treatment led to decreases in both arithmetic response rate and collateral attending behavior. Reinstatements of the procedure again produced increases in both types of behavior. It was suggested that the present procedure of directly modifying arithmetic response rate requires less time and effort than working indirectly through modifying attending behavior.

[1]  T. Lovitt,et al.  Academic response rate as a function of teacher- and self-imposed contingencies. , 1969, Journal of applied behavior analysis.

[2]  T. Lovitt,et al.  Effects of manipulating an antecedent event on mathematics response rate. , 1968, Journal of applied behavior analysis.

[3]  H. Walker,et al.  The use of positive reinforcement in conditioning attending behavior. , 1968, Journal of applied behavior analysis.

[4]  R. Hall,et al.  Effects of teacher attention on study behavior. , 1968, Journal of applied behavior analysis.

[5]  D. Bushell,et al.  Applying "group" contingencies to the classroom study behavior of preschool children. , 1968, Journal of applied behavior analysis.