The impact of positive reinforcement and self-recording on the on-task behavior of third grade students

<p>The purpose of this study was to evaluate the impact of positive reinforcement and self-recording on the on-task behavior of third grade students. It was hypothesized that third grade students, within a learning community, who employ self-recording strategies and experience positive reinforcement rewards will be on-task a significantly longer length of time than third grade students who do not utilize those strategies. The study consisted of an experimental and a control group. Both groups were observed to determine baseline data. The experimental group was then asked to record their own on-task behavior and received rewards for being on-task a high percentage of the time. Both groups were then observed to determine if there were any improvements made.</p> <p>When the data was analyzed it was determined that the experimental group was on-task a longer length of time. It was also determined that there was a significant difference between the pre-test score and post-test score of the experimental group, therefore supporting the hypothesis.</p>

Name thesis:degree_name

M.S. in Teaching

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2006

Author dc:creator

• Bishop, Shannon L.

Contributors dc:contributor

• Robinson, Randall

• Behavioral assessment of children; Third grade (Education)
• Elementary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/877

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1860