Document Type

Thesis

Date of Degree Completion

Spring 1973

Degree Name

Master of Education (MEd)

Department

School Psychology

Committee Chair

Larry M. Sparks

Second Committee Member

James E. Klahn

Third Committee Member

James G. Green

Abstract

The purpose of the present study was to operantly condition a kindergarten boy's classroom behavior. The study consisted of four stages: (1) baseline, (2) contingent teacher attention, (3) minimal contingent teacher attention, and (4) material reinforcement. During phase II, the subject's appropriate behavior was followed as immediately and frequently as possible with teacher positive attention. Disruptive behavior was ignored. During phase III, the teacher systematically decreased the level of positive attention until the "minimum level of reinforcement," i.e.. ten per cent teacher positive attention was reach. During phase IV, material rewards were delivered to all class members contingent upon co-operative social interaction. The purpose of phase IV was to shift the subjects reinforcement from adult positive attention to peer approval obtained through co-operative social interaction.

Subject disruptive behavior decreased significantly (p< .001) during phase II. The functional relationship between increase teacher positive attention and decreased subject disruptive behavior was confounded by the teacher's use of a time-out chair contingent upon classmates' disruptive behavior. A sociogram administered at the end of the study suggested that the material reward program was not successful in shifting reinforcement to peer approval. Suggested improvements in the material reward program and implications for further research are included.

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