In this study, six educationally disadvantaged children were taught beginning letter sounds under two teaching conditions. After a baseline of no intervention, a single subject alternating treatments design was used to compare contingent elaborations and token reinforcement within children. Performance between treatments was analyzed in terms of cumulative number of letter sounds learned, total number of letter sounds learned, and maintenance of learning. Token probes were implemented to ascertain whether tokens remained functionally reinforcing over the course of the study. Five children responded to treatment over baseline. Three of these, characterized by above average Wepman auditory discrimination scores, performed better under elaborations until the final third of the study when differential performance between treatments was less pronounced. Remaining subjects, characterized by below average auditory discrimination, showed similar learning under both treatments or, as in the case of one child, no learning. No differences in maintenance were observed. Implications for the classroom and suggestions for further research were discussed.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/187603 |
| Date | January 1982 |
| Creators | MANOS, MICHAEL JOHN. |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | English |
| Detected Language | English |
| Type | text, Dissertation-Reproduction (electronic) |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
Page generated in 0.002 seconds