RESUMO
Individualizing behavior-modification programs in group settings requires a carefully devised plan applying general principles and specific procedures. This description of techniques may serve as a model for such programs.
Assuntos
Terapia Comportamental , Transtornos do Comportamento Infantil/terapia , Processos Grupais , Recompensa , Reforço por Recompensa , Criança , Pré-Escolar , Humanos , Punição , Reforço Psicológico , Reforço Social , Meio SocialRESUMO
Six institutionalized conduct-problem children performed in a classroom under three reinforcement conditions: (1) noncontingent reinforcement: (2) reinforcement for being on task and (3) reinforcement for the accuracy and rate fo their academic behavior. Within each of these conditions, the teacher was either present throughout the class session or absent for a portion of the session. In the teacher's absence, on-task behavior was markedly reduced and disruption was markedly increased, regardless of the reinforcement condition in operation. In contrast, the teacher's absence had no effect on academic accuracy and had a major effect on academic rate only when reinforcement was delivered noncontingently. Furthermore, the extent to which the children became disruptive in the teacher's absence was reduced when reinforcement was contingent upon academic accuracy and rate, instead of being contingent upon being on task or delivered noncontingently. It is suggested that the reinforcement of academic behavior, rather than on-task behavior or classroom social behavior, not only will improve the latter behaviors as well, but possibly also make them less dependent upon the presence and continued surveillance of the teacher.
