The purpose of this study was to investigate the effects of supplemental on-task and performance contingencies on the acquisition of math skills for elementary school children identified as seriously emotionally disturbed/behaviorally disordered, attention deficit disordered, and students without disabilities. Three experimental conditions were utilized, involving teacher-directed instruction with (a) no contingencies, (b) contingencies for academic performance, and (c) contingencies for academic performance and on-task behavior. The study was designed to measure the effects of these contingency conditions on the number of math problems solved accurately by the study's participants.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc278442 |
| Date | 05 1900 |
| Creators | Suter, Cheryl L. (Cheryl Lynn) |
| Contributors | Bullock, Lyndal M., Ellis, Janet K., Sayler, Micheal F., [Indechipherable] ? |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 104 leaves, Text |
| Rights | Public, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved., Suter, Cheryl L. (Cheryl Lynn) |
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