The Effects of High-Preference Problems on the Completion of Nonpreferred Mathematics Problems

Autor/inn/en	Lee, David L.; Lylo, Brooke; Vostal, Brooks; Hua, Youjia
Titel	The Effects of High-Preference Problems on the Completion of Nonpreferred Mathematics Problems
Quelle	In: Journal of Applied Behavior Analysis, 45 (2012) 1, S.223-228 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Behavior Disorders; Mathematics; Emotional Disturbances; Probability; Reinforcement; Intervention; Mathematics Instruction; Mathematics Education + Suchen Sie Ihr Suchwort? Mathematik; Gefühlsstörung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Positive Verstärkung; Mathematics lessons; Mathematikunterricht; Mathematische Bildung
Abstract	Failure to initiate and remain engaged in academic tasks can have long-lasting effects for students. In this study, we investigated the effects of high-preference sequences on both digits correct per minute and latency to initiate nonpreferred mathematics problems for 3 students with emotional and behavioral disorders. We found that high-preference sequences had negligible positive effects on rate of problem completion but had larger effects on problem initiation. This study replicates and extends prior work on the effects of high-preference sequences on mathematics problem initiation and completion. (Contains 1 figure.) (As Provided).
Anmerkungen	Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10