Affiliation:
1. Mississippi State University
2. Georgia State University
Abstract
The purpose of this study was to examine the effect of a mismatch between student ability and task difficulty upon inappropriate classroom behavior in children with behavior disorders. The mismatch condition was evaluated both with and without a reinforcement contingency on task accuracy. An experimenter-constructed pretest was used to assess the level of math functioning in the 15 subjects. Variations on the A-B—a single-subject experimental design were used to evaluate the independent variables. An increase in inappropriate behavior was found during the mismatch condition both with and without a reinforcement contingency on task accuracy. Results suggested that failure-level academic tasks resulted in significant increases in inappropriate behavior for some students. Implications of this study for special educators are discussed.
Subject
Arts and Humanities (miscellaneous),Clinical Psychology,Developmental and Educational Psychology
Cited by
33 articles.
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