{"id":{"repo_id":"drake","oai_identifier":"oai:escholarshare.drake.edu:2092/808"},"canonical_url":"https://search.dev.ndltd.org/etd/drake/oai:escholarshare.drake.edu:2092/808","repository":{"repo_id":"drake","name":"Drake University","base_url":"https://escholarshare.drake.edu/server/oai/request"},"display":{"title":"The Effects of Solicited Attention on Permanent Product Academic Measures","abstract":"The Problem: Changing teacher behavior to deliver attention to students can be difficult and time consuming for both the therapist and teacher. A more efficient approach to obtaining improvement are necessary to measures on permanent product academic measures may be to reinforce students for soliciting teacher attention for their good work. Procedures: Students were delivered a tangible item contingent upon soliciting their teacher's praise for work on reading skills assignments. The number of solicitations for praise was recorded in both reading and math periods. A percent correct score was obtained for each reading assignment and compared to the scores of a reference group. Findings: The children solicited their teacher's praise for reading and math assignments. Three of the four subject children improved on reading assignments as compared to the reference group. Conclusions: It is possible to use a tangible reinforcer to introduce students to natural contingencies that will subsequently maintain soliciting behaviors. Recommendations: This study has lent support to the hypothesis that solicited teacher attention can serve as a reinforcer, but further investigations are necessary to conclusively establish the effects on permanent product academic measures.","abstract_html":"The Problem: Changing teacher behavior to deliver attention to students can be difficult and time consuming for both the therapist and teacher. A more efficient approach to obtaining improvement are necessary to measures on permanent product academic measures may be to reinforce students for soliciting teacher attention for their good work. Procedures: Students were delivered a tangible item contingent upon soliciting their teacher's praise for work on reading skills assignments. The number of solicitations for praise was recorded in both reading and math periods. A percent correct score was obtained for each reading assignment and compared to the scores of a reference group. Findings: The children solicited their teacher's praise for reading and math assignments. Three of the four subject children improved on reading assignments as compared to the reference group. Conclusions: It is possible to use a tangible reinforcer to introduce students to natural contingencies that will subsequently maintain soliciting behaviors. Recommendations: This study has lent support to the hypothesis that solicited teacher attention can serve as a reinforcer, but further investigations are necessary to conclusively establish the effects on permanent product academic measures.","abstract_has_math":false,"creators":["Sturdevant, Clint P."],"institution":"Drake University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1978,"date_issued":"1978-08","date_published":"1978-08","updated_at":"2026-07-27T19:18:53Z","subjects":["Teacher-Student Relationships","Interaction Analysis in Education","Teacher Effectiveness"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1978 .St96"],"render_values":[{"text":"1978 .St96","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2092/808","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Sturdevant, Clint P."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2008-10-22T13:40:03Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2008-10-22T13:40:03Z"]},{"key":"dc:date.issued","label":"Date","values":["1978-08"]},{"key":"dc:publisher","label":"Institution","values":["Drake University"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher-Student Relationships","Interaction Analysis in Education","Teacher Effectiveness"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1978 .St96"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2092/808"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["24 leaves. Advisor: Dr. Margaret Lloyd"]},{"key":"dc:description.abstract","label":"Abstract","values":["The Problem: Changing teacher behavior to deliver attention to students can be difficult and time consuming for both the therapist and teacher. A more efficient approach to obtaining improvement are necessary to measures on permanent product academic measures may be to reinforce students for soliciting teacher attention for their good work. Procedures: Students were delivered a tangible item contingent upon soliciting their teacher's praise for work on reading skills assignments. The number of solicitations for praise was recorded in both reading and math periods. A percent correct score was obtained for each reading assignment and compared to the scores of a reference group. Findings: The children solicited their teacher's praise for reading and math assignments. Three of the four subject children improved on reading assignments as compared to the reference group. Conclusions: It is possible to use a tangible reinforcer to introduce students to natural contingencies that will subsequently maintain soliciting behaviors. Recommendations: This study has lent support to the hypothesis that solicited teacher attention can serve as a reinforcer, but further investigations are necessary to conclusively establish the effects on permanent product academic measures."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Effects of Solicited Attention on Permanent Product Academic Measures"]}]}],"canonical_facts":{"dc:creator":["Sturdevant, Clint P."],"dc:date.accessioned":["2008-10-22T13:40:03Z"],"dc:date.available":["2008-10-22T13:40:03Z"],"dc:date.issued":["1978-08"],"dc:description":["24 leaves. Advisor: Dr. Margaret Lloyd"],"dc:description.abstract":["The Problem: Changing teacher behavior to deliver attention to students can be difficult and time consuming for both the therapist and teacher. A more efficient approach to obtaining improvement are necessary to measures on permanent product academic measures may be to reinforce students for soliciting teacher attention for their good work. Procedures: Students were delivered a tangible item contingent upon soliciting their teacher's praise for work on reading skills assignments. The number of solicitations for praise was recorded in both reading and math periods. A percent correct score was obtained for each reading assignment and compared to the scores of a reference group. Findings: The children solicited their teacher's praise for reading and math assignments. Three of the four subject children improved on reading assignments as compared to the reference group. Conclusions: It is possible to use a tangible reinforcer to introduce students to natural contingencies that will subsequently maintain soliciting behaviors. Recommendations: This study has lent support to the hypothesis that solicited teacher attention can serve as a reinforcer, but further investigations are necessary to conclusively establish the effects on permanent product academic measures."],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["1978 .St96"],"dc:identifier.uri":["http://hdl.handle.net/2092/808"],"dc:language.iso":["en_US"],"dc:publisher":["Drake University"],"dc:subject":["Teacher-Student Relationships","Interaction Analysis in Education","Teacher Effectiveness"],"dc:title":["The Effects of Solicited Attention on Permanent Product Academic Measures"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T19:18:53Z"}