Research Project Title

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

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

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Apr 28th, 9:15 AM Apr 28th, 10:45 AM

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.