Martens B K
Department of Psychology, Syracuse University, NY 13244-2340.
Behav Modif. 1990 Apr;14(2):138-56. doi: 10.1177/01454455900142002.
The present two-experiment study compared the relationship between on-task student behavior and three measures of contingent teacher attention: total amount, contingent amount, and proportion of the total amount contingent on the target behavior. Toward this goal, a real-time observational system was developed for assessing multiple categories of teacher attention contingent upon a variety of student behavior categories. Using this system, observational data were collected in a self-contained classroom for a mentally retarded adolescent (Experiment 1) and in a remedial summer school classroom for a regular first-grade student (Experiment 2). Results from the two experiments showed the proportional measure of contingent teacher attention to account for nearly five times more variance in time on-task than contingent amount. These findings are discussed in terms of the importance of concurrently available teacher attention in the functional analysis of classroom behavior.
总量、依随量以及目标行为依随总量的比例。为实现这一目标，开发了一个实时观察系统，用于评估教师针对各类学生行为的多种注意类别。利用该系统，在一个为一名智障青少年开设的独立班级（实验1）以及一个为一名普通一年级学生开设的暑期补习学校班级（实验2）中收集了观察数据。两项实验的结果表明，教师依随注意的比例量度在任务时间的方差解释上比依随量多出近五倍。从课堂行为功能分析中同时可得的教师注意的重要性方面对这些发现进行了讨论。
