Marholin D, Steinman W M
J Appl Behav Anal. 1977 Fall;10(3):465-78. doi: 10.1901/jaba.1977.10-465.
Eight fifth- and sixth-grade children with behavior problems performed in a classroom under three conditions: (1) unreinforced baseline, (2) reinforcement for being on task, and (3) reinforcement for the accuracy and rate of math problems solved. The teacher was absent for a portion of the class session under each of these conditions. In the teacher's absence, on-task behavior declined markedly and disruption markedly increased, regardless of the reinforcement condition in operation. In addition, the teacher's absence resulted in fewer problems attempted and decreased accuracy. However, the extent to which the children became disruptive was reduced and the number of problems attempted increased when reinforcement was contingent on academic accuracy and rate, instead of being contingent on being on task. The results suggest that by providing contingencies for the products of a child's classroom activities, rather than for being on task, the child will become more independent of the teacher's presence, and more under the control of the academic materials.
八名有行为问题的五、六年级学生在三种条件下于教室中进行表现：（1）无强化基线；（2）因专注任务而获得强化；（3）因解决数学问题的准确性和速度而获得强化。在每种条件下，课堂的一部分时间教师不在场。在教师不在场时，无论当时的强化条件如何，专注任务行为显著下降，干扰行为显著增加。此外，教师不在场导致尝试解决的问题数量减少且准确性降低。然而，当强化取决于学业准确性和速度而非专注任务时，孩子们的干扰程度降低，尝试解决的问题数量增加。结果表明，通过为孩子课堂活动的成果而非专注任务提供意外情况，孩子将变得更不依赖教师在场，且更多地受学业材料的控制。
