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ERIC Number: ED069091
Record Type: RIE
Publication Date: 1972-Jun
Pages: 26
Abstractor: N/A
Reference Count: 0
Survival Behaviors in the Educational Setting: Their Implications for Research and Intervention. Report No. 13.
Hops, Hyman; Cobb, Joseph A.
Investigated was the functional relationship between specific academic survival skills (Attending, Volunteering, Work, and the negative behavior, Looking Around) and academic achievement (reading achievement). Ss were students in three regular first grade classrooms, one of which served as a control classroom. Following a teacher training program, teachers trained experimental Ss in the target survival skills using social and non-social reinforcement, vicarious reinforcement, and shaping procedures. The Gates-MacGinitie Reading Readiness and Primary A were administered before and 4-6 weeks after the intervention program. During each testing week, observations of each S's classroom behavior during reading periods were made for 5 consecutive days. An interactive coding system was used to record survival skill behaviors. Data supported the hypothesis that an increase in survival skills leads to a similar increase in academic achievement. Among Ss matched for mean survival skill scores and standard deviations, experimental Ss gained over three times as much in survival skills and almost twice as much in reading as did the controls. (KW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Dept. of Special Education.