Thesis (Ph. D.)--Bob Jones University, 1988. / Includes bibliographical references (leaves 295-307).

Thesis (M.A.)--University of Nevada, Reno, 2007. / "December, 2007." Includes bibliographical references (leaves 27-29). Online version available on the World Wide Web.

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 45-46.

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3081628."

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1960. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Syracuse University, 2005. / "Publication number AAT 3193779."

The operant level of inappropriate behavior was obtained for six students in a non-academic grade nine class receiving an individualized program of instruction in mathematics and science. Two conditions, educational structure and praising appropriate behavior while ignoring inappropriate behavior, were introduced successively. Both procedures reduced inappropriate behavior with five subjects. When a token reinforcement program, using back-up reinforcers readily available in the school, was introduced in conjunction with the conditions of educational structures and praising and ignoring; dramatic decline in the emission of inappropriate responses occurred with all six subjects. Withdrawal of the token program, leaving Educational structure and praising and ignoring in effect, resulted in an increase of inappropriate behavior with five subjects. The token program was reintroduced in conjunction with contingency contracts. The result was a decline of inappropriate behavior below the mean of the first token phase for all subjects. Tokens were thinned during the second token phase leaving back-up reinforcers, teacher-praise and attention, and the completion of contracts in effect. Data obtained during follow-up indicated that the thinning procedure was effective with no subsequent increase in behavior for any subject. The token program, utilized during one of the four blocks in the school time table, appeared to reduce absenteeism. Further evidence that appropriate behavior did generalize to other classes. / Education, Faculty of / Graduate

The purpose of this study was to determine the optimal form and timing of feedback to establish a "new" behavior. It examined the relative effectiveness of delivering a corrective feedback immediately before the learner responds to a previously incorrect trial as compared to delivering a corrective feedback immediately after the incorrect response is made. Corrective feedback delivered immediately before the next opportunity to respond produced better learning than corrective feedback delivered immediately after a response. The Feedback Before condition decreased errors during training and increased acquisition rates. Results also indicated an interaction between time of feedback delivery and the complexity of the task. As the task complexity increased, the results were more dramatic in favor of the Feedback Before condition.

No description available.