The Effects of Contingent Rewards on On-Task Behavior and Copy, Cover, Compare on Correct Multiplication Facts for a Middle School Student with an Intellectual Disability
Faculty Sponsor
Jennifer M. Neyman neyman@gonzaga.edu
Session Type
Poster Presentation
Research Project Abstract
The purpose was to evaluate the effects of Contingent Rewards to increase on-task behavior of a 7th grade girl with an intellectual disability in a self-contained middle school classroom. The secondary purpose was to determine if Copy-Cover-Compare could teach multiplication facts. An interval data system within a reversal design assessed on-task behavior. For the Contingent Rewards Intervention, the participant was instructed to complete a multiplication worksheet. During this time, the researchers contingently rewarded appropriate behavior by writing a star on her worksheet. After 3 minutes, the researchers counted the number of stars and gave the same number of candy to the participant. For Copy-Cover-Compare, the participant would copy a fact, cover both, attempt to write it from memory, and compare to correct it. Both interventions, Contingent Rewards and Copy-Cover-Compare, were effective in teaching on-task behavior and multiplication problems respectively. The combination of procedures was both efficient and effective in a classroom.
Session Number
PS1
Location
HUB Multipurpose Room
Abstract Number
PS1-f
The Effects of Contingent Rewards on On-Task Behavior and Copy, Cover, Compare on Correct Multiplication Facts for a Middle School Student with an Intellectual Disability
HUB Multipurpose Room
The purpose was to evaluate the effects of Contingent Rewards to increase on-task behavior of a 7th grade girl with an intellectual disability in a self-contained middle school classroom. The secondary purpose was to determine if Copy-Cover-Compare could teach multiplication facts. An interval data system within a reversal design assessed on-task behavior. For the Contingent Rewards Intervention, the participant was instructed to complete a multiplication worksheet. During this time, the researchers contingently rewarded appropriate behavior by writing a star on her worksheet. After 3 minutes, the researchers counted the number of stars and gave the same number of candy to the participant. For Copy-Cover-Compare, the participant would copy a fact, cover both, attempt to write it from memory, and compare to correct it. Both interventions, Contingent Rewards and Copy-Cover-Compare, were effective in teaching on-task behavior and multiplication problems respectively. The combination of procedures was both efficient and effective in a classroom.
