代币制课堂中减少和衡量不恰当的言语化行为。

Reducing and measuring inappropriate verbalizations in a token classroom.

机构信息

Spokane School District #81.

出版信息

J Appl Behav Anal. 1972 Fall;5(3):329-33. doi: 10.1901/jaba.1972.5-329.

DOI:10.1901/jaba.1972.5-329

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1310769/

Abstract

A procedure was employed that enabled a teacher to bring inappropriate verbalizations under control in a classroom of approximately 25 fifth- and sixth-grade students. Contingent point loss for inappropriate verbalizations was correlated with a low but steady rate of such verbalizations. Point gain contingent upon quiet behavior produced a marked decrease in inappropriate verbalizations. A return to contingent point loss was accompanied by an increasing rate of inappropriate verbalizations. Verbalizations decreased when quiet behavior was reinforced again. A noteworthy feature of the study was the utilization of students from within the class to act as data recorders. A reliability check indicated satisfactory agreement between the recorders.

摘要

采用一种程序使一位教师能够控制一个有大约 25 名五、六年级学生的课堂上的不当言语。对不当言语的偶然分数损失与这种言语的低而稳定的比率相关。偶然分数获得取决于安静行为会显著减少不当言语。恢复偶然分数损失伴随着不当言语率的增加。再次强化安静行为时，言语减少。该研究的一个显著特点是利用班级内的学生作为数据记录员。可靠性检查表明记录员之间有令人满意的一致性。

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