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ERIC Number: ED010550
Record Type: RIE
Publication Date: 1966
Pages: 104
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
WAYS BY WHICH OVERLY-ACTIVE STUDENTS CAN BE TAUGHT TO CONCENTRATE ON STUDY ACTIVITY.
NIXON, STEWART B.
THE EFFECTS OF SPECIFIC OPERANT AND MODELING PRINCIPLES ON INCREASING ATTENTIVE (TASK-ORIENTED) CLASSROOM BEHAVIOR OF HYPERACTIVE CHILDREN WERE STUDIED. THE METHODS OF BEHAVIORAL MODIFICATION USED IN THE STUDY WERE DISCRIMINATION-MODELING AND OPERANT CONDITIONING. SUBJECTS WERE 24 STUDENTS FROM GRADES 1 THROUGH 4 WHO WERE JUDGED HYPERACTIVE BY TEACHERS AND BY OBSERVERS. DISCRIMINATION-MODELING WAS AN OUT-OF-CLASSROOM PROCEDURE IN WHICH SUBJECTS, WHILE VIEWING A MOTION PICTURE, WERE ASKED TO DISCRIMINATE BETWEEN HYPERACTIVE AND TASK-ORIENTED BEHAVIOR. APPROPRIATE IDENTIFICATIONS OF TASK-ORIENTED BEHAVIOR WERE MATERIALLY AND VERBALLY REINFORCED, WHILE IDENTIFICATIONS OF HYPERACTIVE BEHAVIOR WERE MERELY VERBALLY AFFIRMED. OPERANT CONDITIONING WAS REINFORCEMENT IN THE CLASSROOM AFTER A GIVEN BEHAVIOR HAD OCCURRED. THE SUBJECTS WERE PRETESTED AND RANDOMLY DIVIDED IN FOUR TREATMENT GROUPS--(1) EXPOSURE TO DISCRIMINATION-MODELING SESSIONS, AND OPERANT CONDITIONING WITH TASK-ORIENTED BEHAVIOR, (2) EXPOSURE TO DISCRIMINATION-MODELING SESSIONS, AND OPERANT CONDITIONING WITH NONTASK-ORIENTED BEHAVIOR, (3) EXPOSURE ONLY TO OPERANT CONDITIONING WITH TASK-ORIENTED BEHAVIOR, AND (4) NO EXPOSURE TO TREATMENT PROCEDURES. AFTER TREATMENTS WERE COMPLETED, ALL SUBJECTS WERE POST-TESTED. THE RESULTS INDICATED THAT NEITHER THE USE OF OPERANT CONDITIONING ALONE NOR ITS USE WITH DISCRIMINATION-MODELING PRODUCED STATISTICALLY SIGNIFICANT CHANGES IN THE DIRECTION OF HIGHER TASK-ORIENTATION. POSSIBLE EXPLANATIONS FOR THIS LACK OF SIGNIFICANCE WERE GIVEN. (JH) SIGNIFICANCE WERE GIVEN. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Stanford Univ., CA. School of Education.
Identifiers: CALIFORNIA; California (Stanford)