Edward A. Workman

The non-concurrent multiple baseline across-individuals design: An extension of the traditional multiple baseline design☆

Abstract This methodological note argues that the multiple baseline across-individuals design can be usefully subdivided into two separate designs—concurrent and non-concurrent designs. The non-concurrent design, unlike the more traditional concurrent design, involves the observation of different individuals at different times. Procedural characteristics of the design are described, and its practical and theoretical advantages for applied researchers are delineated.

Self-monitoring effects in a four-year-old child: An ecological behavior analysis

Abstract This study, using an ABABA design, investigated the effects of a self-monitoring (SM) procedure on the sustained schoolwork (SS) behavior of a four-year-old child. The results indicated that SM resulted in an increased rate of SS behavior in the absence of a clear functional relation between ecological variables (e.g., teacher attention) and SS behavior. Increased SS was accompanied by an increase in compliance (C) behavior. The observed co-variation between SS and C was discussed in terms of Wahlers (1975) response-class hypothesis.

Effects of extrinsic rewards on intrinsic motivation in the classroom

Abstract This paper attempts to clarify the effects of extrinsic rewards on intrinsic reinforcement from academic activities. Specifically, it addresses three questions: (a) What is the distinction between extrinsic and intrinsic reinforcement? (b) Why use extrinsic rewards in the classroom? and (c) What have been the long-term effects of extrinsic rewards on intrinsic interest in classroom activities? It was generally concluded that extrinsic rewards play an essential role in the classroom and that such rewards have increased intrinsic interest in classroom activities.

TEACHERS' SELF-MONITORING OF PRAISE VS PRAISE INSTRUCTIONS: EFFECTS ON TEACHERS' AND STUDENTS' BEHAVIOR

This study investigated the relative effects of praise vs teachers self-monitoring of praise on both teachers and students behavior. Although further applied research is needed, the results suggest that teachers self-monitoring may enhance the effectiveness of teachers contingent praise on the display of appropriate behavior by students. This enhancement may be dependent upon an optimal level and consistent rate of teachers praise.

The Consultative Merits of Praise-Ignore versus Praise-Reprimand Instruction.

Abstract The present study compared the effects of two behavior management strategies on three types of student behaviors (appropriate, off-task, and disruptive). One strategy involved the teachers verbally praising appropriate behaviors while concomitantly ignoring disruptive behaviors. The other strategy involved verbally praising appropriate behaviors while concomitantly issuing soft reprimands for disruptive behaviors. Six junior high school students in two general science classes were selected for the study on the basis of their frequent disruptive behavior. College-trained observers recorded target student and teacher behaviors daily. A multiple baseline design with reversals was usedto ascertain the effectiveness of the treatments. The results showed that both the praise-ignore combination and the praise-soft reprimand combination were substantially superior to baseline conditions. However, more rapid and slightly greater improvement was achieved under the praise-soft reprimand combination than under the praise-ignore combination. In contrast, improvement in behavior diminished less rapidly in the reversals following the praise-ignore phases than in the reversals following the praise-soft reprimand phases.