EFFECTS OF REINFORCEMENT HISTORY AND INSTRUCTIONS ON THE PERSISTENCE OF STUDENT ENGAGEMENT
EFFECTS OF REINFORCEMENT HISTORY AND INSTRUCTIONS ON THE PERSISTENCE OF STUDENT ENGAGEMENT
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强化历史和指导对学生持续参与的影响
DOI：
10.1901/jaba.1997.30-569
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发表时间：
1997
影响因子：
2.9
通讯作者：
T. L. Eckert
中科院分区：
文献类型：
--
作者：
B. Martens;Tracy A. Bradley;T. L. Eckert
本研究采用部分平衡的ABCDBCD设计，考察了三种强化历史对2名四年级学生任务投入持续性的影响。在每种情况下，实验者在每次会议的前2分钟（强化基线）进行了四次学生接触，然后是8分钟的消退期。强化的历史，包含一个教学控制组件产生了最大的持久性，在学生的参与。教学控制的应用相关性进行了讨论。
We examined the effects of three reinforcement histories on the persistence of task engagement by 2 fourth-grade students using a partially counterbalanced ABCDBCD design. In each condition, an experimenter made four student contacts during the first 2 min of each session (reinforcement baseline), followed by an 8-min extinction period. The reinforcement history that contained an instructional control component produced the greatest persistence in student engagement. The applied relevance of instructional control is discussed.