Free Time as a Reinforcer for on-Task Behavior in a Special Education Classroom

1981 ◽  
Vol 48 (2) ◽  
pp. 369-370 ◽  
Author(s):  
J. V. Couch ◽  
T. H. Clement
Keyword(s):  
Special Education ◽  
Mentally Retarded ◽  
Free Time ◽  
Task Behavior ◽  
On Task Behavior ◽  
Trainable Mentally Retarded

Within the last decade numerous studies have demonstrated the effectiveness of structuring contingencies within the classroom to support desired behaviors by pupils. In the present study, free time was made contingent upon consistent on-task behavior for three trainable mentally retarded boys. Differences between baseline and contingency data showed a positive increase in on-task behavior.

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

2000 ◽  
Vol 22 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Natalia Swenson ◽  
Erin Lolich ◽  
Randy Lee Williams ◽  
T. F. McLaughlin
Keyword(s):  
Free Time ◽  
Task Behavior ◽  
On Task Behavior

Social Management Techniques for Classroom Teachers

1983 ◽  
Vol 52 (3) ◽  
pp. 815-818 ◽  
Author(s):  
Scuddy Fontenelle ◽  
William Holliman
Keyword(s):  
Management Program ◽  
Free Time ◽  
Classroom Teachers ◽  
Behavioral Management ◽  
Verbal Feedback ◽  
Academic Tasks ◽  
Task Behavior ◽  
Management Techniques ◽  
On Task Behavior ◽  
Social Management

The present study incorporated contingent positive verbal feedback from the teacher and contingent students' free-time in an applied behavioral management program. Data demonstrate increased on-task behavior by students following introduction of high rates of positive verbal feedback from the teacher. Finally, students exhibited on-task behavior when free-time was made contingent upon completion of academic tasks.

Trainable Children Can Learn Adjectives, Polars, and Prepositions!

1977 ◽  
Vol 8 (3) ◽  
pp. 181-187 ◽  
Author(s):  
Marlys Mitchell ◽  
Carolyn Evans ◽  
John Bernard
Keyword(s):  
Mentally Retarded ◽  
Chronological Age ◽  
Age Group ◽  
Achievement Gains ◽  
Active Involvement ◽  
Mentally Retarded Children ◽  
Locative Prepositions ◽  
Major Factors ◽  
Trainable Mentally Retarded

Twelve trainable mentally retarded children were given six weeks of instruction in the use of adjectives, polars, and locative prepositions. Specially prepared Language Master cards constituted the program. Posttests indicated that children in the older chronological age group earned significantly higher scores than those in the younger group. Children in the younger group made significant increases in scores, particularly in learning prepositions. A multisensory approach and active involvement in learning appeared to be major factors in achievement gains.

Sentence Structures of Trainable and Educable Mentally Retarded Subjects

1978 ◽  
Vol 21 (4) ◽  
pp. 722-731 ◽  
Author(s):  
Lynn S. Bliss ◽  
Doris V. Allen ◽  
Georgia Walker
Keyword(s):  
Mentally Retarded ◽  
Linguistic Processing ◽  
Completion Task ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Story Completion ◽  
Grammatical Structures ◽  
Trainable Mentally Retarded

Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more correct responses than those termed trainable for declarative, question, and single-adjectival structures. The cognitive and linguistic processing of both groups is discussed as are the implications for language remediation.

Bioelectronic Measurement of Nasality in Trainable Mentally Retarded Children

1977 ◽  
Vol 42 (3) ◽  
pp. 436-439 ◽  
Author(s):  
David A. Daly
Keyword(s):  
Mentally Retarded ◽  
High Prevalence ◽  
Mentally Retarded Children ◽  
Trainable Mentally Retarded

Fifty trainable mentally retarded children were evaluated with TONAR II, a bioelectronic instrument for detecting and quantitatively measuring voice parameters. Results indicated that one-half of the children tested were hypernasal. The strikingly high prevalence of excessive nasality was contrasted with results obtained from 64 nonretarded children and 50 educable retarded children tested with the same instrument. The study demonstrated the need of retarded persons for improved voice and resonance.

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