Cemrel, Inc.
J Appl Behav Anal. 1972 Spring;5(1):7-17. doi: 10.1901/jaba.1972.5-7.
Past studies have shown that disruptive behavior can be eliminated and attending behavior accelerated in an academic setting. The relationship between these behaviors and academic performance is not well understood. The effects of behavioral and performance contingencies on classroom behavior and on academic performance were investigated. The subjects, third-grade students from an inner city elementary school, were exposed to a series of conditions including baseline, behavior contingencies, performance contingencies, and a mix of behavior and performance contingencies using a reversal design. The students worked 100 randomly selected mathematics problems for 20 minutes each day during each period. Behavioral contingencies improved attending and decreased disruptions but did not improve performance. Performance contingencies increased per cent correct problems but attending declined and disruptions increased. The combined contingencies increased both performance and attending. The experiment was replicated with another class of children varying the sequence of conditions and the amount of token reinforcement that could be earned. The findings emphasized the importance of designing specific contingencies for specific target behaviors. Behavioral contingencies did not have the positive effect on performance often implied, nor were performance contingencies alone able to maintain acceptable classroom behavior.
过去的研究表明，在学术环境中可以消除破坏性行为，并加速参与行为。这些行为与学业成绩之间的关系尚未得到很好的理解。本研究考察了行为和绩效条件对课堂行为和学业成绩的影响。研究对象是来自城市中心小学的三年级学生，他们在反转设计中经历了一系列条件，包括基线、行为条件、绩效条件和行为与绩效条件的混合。在每个阶段，学生每天在 20 分钟内完成 100 个随机选择的数学问题。行为条件提高了参与度，减少了干扰，但并没有提高成绩。绩效条件增加了正确问题的百分比，但参与度下降，干扰增加。综合条件提高了绩效和参与度。该实验在另一个班级中进行了复制，改变了条件的顺序和可以获得的代币强化量。研究结果强调了为特定目标行为设计具体条件的重要性。行为条件并不像通常暗示的那样对绩效产生积极影响，绩效条件也不能单独维持可接受的课堂行为。
