University of Kansas.
J Appl Behav Anal. 1970 Winter;3(4):247-55. doi: 10.1901/jaba.1970.3-247.
Two teachers and a parent used three basic multiple baseline designs to investigate the effects of systematic reinforcement and punishment procedures in the classroom and at home. (1) A fifth-grade teacher concurrently measured the same behavior (tardiness) in three stimulus situations (after morning, noon, and afternoon recesses). Posting the names of pupils on a chart titled "Today's Patriots" was made contingent on being on time after the noon recess, then successively also the morning and afternoon recesses. Tardiness was reduced to near zero rates at the points where contingencies were applied. (2) A highschool teacher recorded the same behavior (daily French-quiz grades) of three students. She then successively applied the same consequences (staying after school for individual tutoring for D and F grades) for each student. At the points where the contingency was applied, D and F grades were eliminated. (3) A mother concurrently measured three different behaviors (clarinet practice, Campfire project work, reading) of her 10-yr-old daughter. She successively applied the same contingency (going to bed early) for less than 30 min spent engaged in one after another of the behaviors. Marked increases in the behaviors were observed at the points where the contingency was applied.
两位教师和一位家长使用三种基本的多基线设计，在课堂和家庭中调查系统强化和惩罚程序的效果。（1）一位五年级教师在三种刺激情境（上午、中午和下午课间休息后）中同时测量同一种行为（迟到）。将学生的名字张贴在名为“今日爱国者”的图表上，条件是在中午课间休息后准时，然后依次是上午和下午课间休息。在应用条件时，迟到率降低到接近零的水平。（2）一位高中教师记录了三名学生的相同行为（每日法语测验成绩）。然后，她依次为每个学生应用相同的后果（D 和 F 成绩的学生放学后留校个别辅导）。在应用条件的地方，D 和 F 成绩被消除。（3）一位母亲同时测量了她 10 岁女儿的三种不同行为（单簧管练习、营火项目工作、阅读）。她为每个孩子在一项行为之后不到 30 分钟的时间内连续应用相同的条件（早睡）。在应用条件的地方，观察到行为明显增加。
