Teaching Elementary Students with Behavior Disorders to Recruit Positive Teacher Attention: Effects on Math ProficiencyReport as inadecuate




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Journal of Early and Intensive Behavior Intervention, v2 n1 p59-73 Win 2005

Four elementary students with behavior disorders attending a day treatment facility were trained to recruit positive teacher attention. Data on student recruiting and academic productivity were collected across 59 twenty-minute sessions. A multiple baseline across students design demonstrated a functional relationship of recruitment training on the number of appropriate recruiting responses emitted by the students, and on the students' accuracy and completion of math seatwork. After training, all four students increased their appropriate recruiting responses to the target criterion (3 to 5 per session) and decreased their inappropriate recruiting responses to 1 or less per session. Additionally, their accuracy on math assignments increased. This study extends previous recruiting research to elementary students with behavior disorders attending an outpatient facility in Mississippi. (Contains 2 tables and 2 figures.)

Descriptors: Elementary School Students, Behavior Disorders, Teaching Methods, Academic Achievement, Mathematics Instruction, Productivity, Intervention, Outcomes of Treatment, Self Control, Metacognition, Teacher Student Relationship, Behavior Change, Day Programs

Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/





Author: Alber, Sheila R.; Anderson, Lara L.; Martin, Christa M.; Moore, Karen J.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4820&id=EJ846481







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