The Effects of a Reinforcement Package for On-Task and Reading Behavior with At-Risk and Middle School Students with Disabilities

The purpose of the present study is to evaluate the use of a reinforcement package with four middle school students who were below grade level in reading. Data were gathered, independently by two observers, for on-task behavior for the number of correct words read for a two-minute timed trial, and f...

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Bibliographic Details
Published in:Child & family behavior therapy 2007-06, Vol.29 (2), p.9-25
Main Authors: Dolezal, Danielle N., Weber, Kimberly P., Evavold, Jessica J., Wylie, Jennifer, McLaughlin, T. F.
Format: Article
Language:English
Subjects:
At risk students
Behavior therapy. Cognitive therapy
Biological and medical sciences
Corrective Reading
Direct Instruction
Disabilities
Effects
Evaluators
High Risk Students
Instructional Effectiveness
Medical sciences
middle school
Middle School Students
Middle schools
Pretests Posttests
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Reading Difficulties
reading disabilities
Reading Instruction
Reading Materials
Reading programs
Reading Rate
Reinforcement
Scores
Student Evaluation
Students with disabilities
Time on Task
Treatments
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Summary:The purpose of the present study is to evaluate the use of a reinforcement package with four middle school students who were below grade level in reading. Data were gathered, independently by two observers, for on-task behavior for the number of correct words read for a two-minute timed trial, and for book pre- and posttests. These data were gathered during Direct Instruction Corrective Reading Lessons. The participants earned points for increases in reading academic behaviors and on-task during the lesson. The effects of the reinforcement package were evaluated in an ABAB single case replication design. The overall outcomes indicate that on-task behavior improved from the low levels during both baselines and increased to high levels when the reinforcement package was in effect. Changes in reading rate were also dramatic with the largest increases found when the reinforcement package was in effect. Increases in pre- and posttest scores were noted for each of the participants. The advantages of employing consequences in conjunction with Direct Instruction reading materials and procedures were outlined. The role of enhancing academic skills of at-risk and children with disabilities was also outlined.
ISSN:0731-7107
1545-228X
DOI:10.1300/J019v29n02_02