The Effects of Solicited Attention on Permanent Product Academic Measures
type: CreativeWork
description: 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: 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.
author: Sturdevant, Clint P.
language: en_US
keywords: Teacher-Student Relationships, Interaction Analysis in Education, Teacher Effectiveness
date published: 1978-08
date modified: 2026-07-27T19:18:53Z
provider: Drake University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Drake University

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2092/808