Effects of Differential Consequences on Choice Making in Students at Risk for Academic Failure

Effects of Differential Consequences on Choice Making in Students at Risk for Academic Failure Problem behavior can be reduced through choice making and use of preferred instructional activities. However, the opportunity to choose does not imply students are more engaged with instructional activities. The purpose of this study was to evaluate the effects of differential consequences on the on-task behavior of students within the context of teacher versus student selection of instructional activities. Students were exposed to two contingencies (i.e., escape + differential attention vs. escape + physical proximity) across two stimulus events (i.e., teacher vs. student choice of preferred instructional activities) using an alternating- treatments design within an A-B-A-B design. Choice of instructional activities increased on-task behavior during student-choice conditions compared to the teacher-choice conditions, but only when differential attention was provided. Differential attention was also more effective than physical proximity at increasing on-task behavior. Implications for practice and future research are discussed. . . . . Keywords Students On-task Choice Differential reinforcement Instructional activities Problem behavior compromises educational experiences of reinforcement following a behavior selected for reduction school-aged children. For example, off-task behavior results (i.e., target behavior) while simultaneously delivering rein- in poor academic engagement and can negatively affect aca- forcement contingent on a behavior selected as an alternative demic achievement http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Behavior Analysis in Practice Springer Journals

Effects of Differential Consequences on Choice Making in Students at Risk for Academic Failure

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Publisher
Springer Journals
Copyright
Copyright © 2018 by Association for Behavior Analysis International
Subject
Psychology; Psychology, general
ISSN
1998-1929
eISSN
2196-8934
D.O.I.
10.1007/s40617-018-0267-3
Publisher site
See Article on Publisher Site

Abstract

Problem behavior can be reduced through choice making and use of preferred instructional activities. However, the opportunity to choose does not imply students are more engaged with instructional activities. The purpose of this study was to evaluate the effects of differential consequences on the on-task behavior of students within the context of teacher versus student selection of instructional activities. Students were exposed to two contingencies (i.e., escape + differential attention vs. escape + physical proximity) across two stimulus events (i.e., teacher vs. student choice of preferred instructional activities) using an alternating- treatments design within an A-B-A-B design. Choice of instructional activities increased on-task behavior during student-choice conditions compared to the teacher-choice conditions, but only when differential attention was provided. Differential attention was also more effective than physical proximity at increasing on-task behavior. Implications for practice and future research are discussed. . . . . Keywords Students On-task Choice Differential reinforcement Instructional activities Problem behavior compromises educational experiences of reinforcement following a behavior selected for reduction school-aged children. For example, off-task behavior results (i.e., target behavior) while simultaneously delivering rein- in poor academic engagement and can negatively affect aca- forcement contingent on a behavior selected as an alternative demic achievement

Journal

Behavior Analysis in PracticeSpringer Journals

Published: May 31, 2018

References

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