The effects of live modeling and specificity of verbal reinforcement on the modification of classroom behavior
نویسندگان
چکیده
This study attempted to increase the frequency of student on-task behavior in two. third grade classrooms. using live modeling and vicarious reinforcement. In a multiple ·baseline-counterbalanced treatments design two classrooms of students were exposed to live, peer modeling displays of on-task behavior. In one classroom the teacher praised the model, using behaviorally specific praise while the second classroom teacher used non-specific praise. Praise conditions were later reversed. It was hypothesized that after exposure to the modeling displays a) the frequency of on-task behavior would be increased over baseline levels to a pre-determined treatment outcome, b) behaviorally specific vicarious reinforcement would result in greater increases in target behavior.than non-specific vicarious reinforcement, c) behaviorally specific vicarious reinforcement would result in greater across-settinggeneralization of on-task behavior change, and d) ontask behavior would remain above baseline levels in both classrooms at a one week follow-up check. Results indicated that modeling was inconsistent in the direction of its effects on student on-task behavior, that behaviorally non-specific vicarious reinforcement, was associated with higher levels of on-task behavior in the treated and gener~lization classrooms, and although on-task behavior remained above baseline levels
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