ERIC Number: EJ783736
Record Type: Journal
Publication Date: 2007-Jun-21
Reference Count: 0
The Effects of a Reinforcement Package for On-Task and Reading Behavior with At-Risk and Middle School Students with Disabilities
Dolezal, Danielle N.; Weber, Kimberly P.; Evavold, Jessica J.; Wylie, Jennifer; McLaughlin, T. F.
Child & Family Behavior Therapy, v29 n2 p9-25 Jun 2007
The purpose of the present study is to evaluate the use of a reinforcement package with four middle school students who were below grade level in reading. Data were gathered, independently by two observers, for on-task behavior for the number of correct words read for a two-minute timed trial, and for book pre- and posttests. These data were gathered during Direct Instruction Corrective Reading Lessons. The participants earned points for increases in reading academic behaviors and on-task during the lesson. The effects of the reinforcement package were evaluated in an ABAB single case replication design. The overall outcomes indicate that on-task behavior improved from the low levels during both baselines and increased to high levels when the reinforcement package was in effect. Changes in reading rate were also dramatic with the largest increases found when the reinforcement package was in effect. Increases in pre- and posttest scores were noted for each of the participants. The advantages of employing consequences in conjunction with Direct Instruction reading materials and procedures were outlined. The role of enhancing academic skills of at-risk and children with disabilities was also outlined.
Descriptors: Middle School Students, Reading Materials, Corrective Reading, Time on Task, Disabilities, Scores, Reinforcement, Reading Rate, Pretests Posttests, Reading Instruction, Reading Difficulties, High Risk Students, Evaluators, Student Evaluation, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Authoring Institution: N/A