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ERIC Number: ED043381
Record Type: RIE
Publication Date: 1967
Pages: 16
Abstractor: N/A
Reference Count: 0
Modification by Social Reinforcement of Deficient Social Behavior of Disadvantaged Kindergarten Children.
Sibley, Sally A.; And Others
Positive social reinforcement (teacher attention) was used to modify the deficient social behavior of two disadvantaged Negro kindergarten children. Subjects were a girl who showed a very high amount of isolate behavior, and a boy who usually played alone, or with girls to the exclusion of boys. Data were collected for one month during half hour periods on subjects' isolate, parallel, and interactive behavior. Interactions of teachers with the subjects were recorded and classified as positive, neutral, or directive. For four days distributed throughout the study, data identical to that on the subjects were collected on the rest of the class to provide norms. Treatment programs planned for the two children involved teacher attention (positive or neutral), contingent on parallel or interactive play. For the boy, isolate play and play with girls was to be ignored; for the girl, isolate play was to be ignored. During treatment, these behaviors showed significant decreases. Extinction and reintroduction of the reinforcement programs were instituted to demonstrate their control over the subjects' social behavior. Teacher reinforcement was evidently the crucial variable factor as subjects' parallel and interactive play decreased during the extinction period. (NH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Duke Univ., Durham, NC.