Matching Equation: Teacher Rates of Praise and Reprimands

<p>Previous matching equation literature has demonstrated variability in student behaviors matching onto available reinforcement rates. While some studies have found that student on-task behaviors matched contingent teacher attention around half the observations (Martens et al., 1990), other studies have found that first grade students’ on-task behavior matched contingent teacher attention more than half of observations (Shriver & Kramer, 1997). However, no studies in the current literature have used teacher behaviors as the primary dependent variables (i.e., B1 and B2 in the matching equation). The current study sought to extend the Generalized Matching Equation (GME) further into the classroom, given the concurrent schedules available for teacher behavior. This study examined the effects of a contrived contingency to alter the rates of teachers’ praise and reprimand statements. Further, this study assessed the extent of biases and sensitivity to available reinforcement. Although there was variability in biases, sensitivity to reinforcement, and variance explained by the GME, one teacher’s behaviors did not indicate bias outside of the contrived contingency in the balanced phase of the study. These results demonstrate that multiple schedules of reinforcement available within the classroom propose challenges to the GME.</p>

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Masters Thesis

Year dc:date.available

2021

Author dc:creator

• Ackley, Meleah

Contributors dc:contributor

• Brad Dufrene
• Evan Dart
• Joe Olmi

• generalized matching law
• good behavior game
• choice
• matching
• Applied Behavior Analysis
• Educational Psychology
• Psychology
• School Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/852

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-1913