Effects of explicit timing on mathematics problem completion rates in African-American third-grade elementary students

Journal of Applied Behavior Analysis

Volumn 31, Issue 4, 1998, Pages 673-677

  Rhymer, Katrina N ^a   Skinner, Christopher H ^b   Henington, Carlen ^b   D'Reaux, Robyn A ^b   Sims, SanPier ^b  

^a MISSISSIPPI STATE UNIVERSITY   (United States)

^b NONE

Author keywords

African American students; Rates of responding; Timing

Indexed keywords

EID: 0013236834     PISSN: 00218855     EISSN: None     Source Type: Journal    
DOI: 10.1901/jaba.1998.31-673     Document Type: Article

References (5)

1. Haring, N. G., & Eaton, M. D. (1978). Systematic instructional procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 23-40). Columbus, OH: Merrill.
2. Skinner, C. H., Belfiore, P. J., Mace, H. W., Williams-Wilson, S., & Johns, G. A. (1997). Response efficiency and learning rates. School Psychology Quarterly, 12, 54-64.
3. Van Houten, R., Hill, S., & Parsons, M. (1975). An analysis of a performance feedback system: The effects of timing and feedback, public posting, and praise upon academic performance and peer interaction. Journal of Applied Behavior Analysis, 8, 449-457.
4. Van Houten, R., & Little, G. (1982). Increased response rate in special education children following an abrupt reduction in time limit. Education and Treatment of Children, 5, 23-32.
5. Van Houten, R., & Thompson, C. (1976). The effects of explicit timing on math performance. Journal of Applied Behavior Analysis, 9, 227-230.