Digital Commons Network^™

Assessing Some Side Effects Of A Contingency Management Program, Charles M. Atkinson

All Master's Theses

This study applied a contingency management program to a single behavior while measuring multiple behaviors. Reinforcement was made contingent upon increased addition rate. The experimental group made significantly greater gains in addition rate. There was no significant difference in the gains made in subtraction rate, reading rate, reading comprehension, or classroom behavior. The study was limited by a small sample, six week time span, and the use of mentally retarded subjects to assess side effects of reinforcing an academic behavior.

Reinforcement Program For Junior High Emr Physical Education, Earl L. Hill

Master of Psychology Theses

The effects of a positive reinforcement procedure in a junior high physical education class of Mentally Retarded boys was studied. One class of sixteen students was used. The class was divided into two groups, a control group, which received only usual reinforcement such as grades and praise, and an experimental group, which received free time as reinforcement for achievement on skills tests. The scores revealed that no significant difference occurred between the groups.

Recommendations include reinforcement within the physical education class instead of at a later time in the day.

The Effects Of Systematic Phonics And Contingency Management On Reading Achievement With Intermediate Special Education Students, Allena Marie Hayes Combelic

All Master's Theses

This paper presents a study of the effects of systematic phonics and contingency management on reading achievement with intermediate special education students. The thirtysix week program was divided into four phases. The four equivalent forms of the Gray Oral Reading Tests were used as measuring devices. No statistically significant results were found by using the Gray Oral Reading Tests as measuring devices. Statistically significant results were found on graph data.

Recommendations included: (1) the use of different reading tests other than the Gray Oral Reading Tests as measuring devices and (2) that the study be conducted longer than thirty-six weeks.