The Effects of a Multiple Schedule Plus Rules on Hand Raising During Circle Time in Preschool Classrooms
Tóm tắt
Preschool and kindergarten teachers expect children to sit appropriately and attend to the teacher during group instruction. However, children may engage in high rates of inappropriate responses that distract other students from learning opportunities. In addition, children often receive intermittent teacher attention for inappropriate responses, which might result in a lack of discrimination for when attention is or is not available. The purpose of the current study was to assess the efficacy of a multiple schedule plus rules indicative of the availability of attention for hand raises during circle time in typical preschool classrooms. Results showed that the rates of hand raises increased or maintained in the reinforcement component and decreased in the extinction component of the multiple schedule in all three classrooms. Results suggest that a multiple schedule plus rules indicative of the availability of attention from a classroom teacher can be used by preschool teachers in typical classrooms to maintain hand raise responses at appropriate levels.
Tài liệu tham khảo
Cammilleri, A. P., Tiger, J. H., & Hanley, G. P. (2008). Developing stimulus control of young children’s requests to teachers: Classwide applications of multiple schedules. Journal of Applied Behavior Analysis, 41, 299–303. doi:10.1901/jaba.2008.41-299.
Hains, A. H., Fowler, S. A., Schwartz, I. S., Kottwitz, E., & Rosenkoetter, S. (1989). A comparison of preschool and kindergarten teacher expectations for school readiness. Early Childhood Research Quarterly, 4, 75–88. doi:10.1016/S0885-2006(89)90090-2.
Hanley, G. P., Iwata, B. A., & Thompson, R. H. (2001). Reinforcement schedule thinning following treatment with functional communication training. Journal of Applied Behavior Analysis, 34, 17–38. doi:10.1901/jaba.2001.34-17.
Hill, W. F. (1960). Learning theory and the acquisition of values. Psychological Review, 67, 317–331. doi:10.1037/h0043097.
Johnston, J. M., & Pennypacker, H. S. (2009). Strategies and tactics of behavioral research (3rd ed.). New York, NY: Routledge.
Kazdin, A. E. (1973). The effect of vicarious reinforcement on attentive behavior in the classroom. Journal of Applied Behavior Analysis, 6, 71–78. doi:10.1901/jaba.1973.6-71.
Lin, H. L., Lawrence, F. R., & Gorrell, J. (2003). Kindergarten teachers’ views of children’s readiness for school. Early Childhood Research Quarterly, 18, 225–237. doi:10.1016/S0885-2006(03)00028-0.
Tiger, J. H., & Hanley, G. P. (2004). Developing stimulus control of preschooler mands: An analysis of schedule-correlated and contingency-specifying stimuli. Journal of Applied Behavior Analysis, 37, 517–521. doi:10.1901/jaba.2004.37-517.
Tiger, J. H., & Hanley, G. P. (2005). An example of discovery research involving the transfer of stimulus control. Journal of Applied Behavior Analysis, 38, 499–509. doi:10.1901/jaba.2005.139-04.
Tiger, J. H., Hanley, G. P., & Heal, N. A. (2006). The effectiveness of and preschoolers’ preferences for variations of multiple-schedule arrangements. Journal of Applied Behavior Analysis, 39, 475–488. doi:10.1901/jaba.2006.48-06.
Tiger, J. H., Hanley, G. P., & Larsen, K. M. (2008). A practical variation of a multiple-schedule procedure: Brief schedule-correlated stimuli. Journal of Applied Behavior Analysis, 41, 125–130. doi:10.1901/jaba.2008.41-125.