The effects of a reinforcement package for on-task and reading behavior with at-risk and middle school students with disabilities

Child and Family Behavior Therapy

Volumn 29, Issue 2, 2007, Pages 9-25

  Dolezal, Danielle N ^a   Weber, Kimberly P ^a   Evavold, Jessica J ^a   Wylie, Jennifer ^a   McLaughlin, T F ^a  

^a GONZAGA UNIVERSITY   (United States)

Author keywords

Middle school; Reading disabilities; Reinforcement

Indexed keywords

EID: 34547299479     PISSN: 07317107     EISSN: 1545228X     Source Type: Journal    
DOI: 10.1300/J019v29n02_02     Document Type: Article

References (65)

1. Adams, G. L. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
2. Adams, G. L. & Engelmann, S. (1996). Research on Direct Instruction: 25 Years beyond DISTAR. Seattle, WA: Educational Achievement Systems.
3. Askov, E. N. (1991). Literacy: Impact on the workplace, family, and school. Education, 111, 542-548.
4. Becker, W. C. (1977). Teaching reading and language to the disadvantaged: What we have learned from field research. Harvard Education Review, 47, 518-543.
5. Becker, W. C. & Carnine, D. (1981). Direct instruction: A behavioral theory model of comprehensive educational intervention with the disadvantaged. In S. W. Bijou & R. Ruiz (Eds.). Behavior Modification: Contributions to Education (pp. 145-210). Hillsdale, N.1: Lawrence Erlbaum and Associates.
6. Blackwell, A., Stookey, S., & McLaughlin, T. F. (1996). The effects of using direct instruction and a re-reading contingency with precision teaching. Journal of Precision Teaching and Celeration, 13,19-22.
7. Broden, M., Hall, R. V., Dunlap, A., & Clark, R. (1970). Effects of teaching attention and a token reinforcement system in a junior high school special education class. Exceptional Children, 36, 341-349.
8. Carnine, D. (1996). ideas for Legislation/Policy to Reform Teacher Education. Eugene, OR: University of Oregon, The National Center to Improve the Tools of Educators.
9. Carnine, D. W. & Kameenui, E. J. (1998! Effective Teaching Strategies that Accommodate Diverse Learners. Upper Saddle Bank, NJ: Prentice Hall.
10. Carnine, D., Silbert, J., Kameenui, E. J., & Tarver, S. G. (2004). Direct Instruction Reading (4th ed.). Upper Saddle River, NJ: Prentice-Hall/Merrill.
11. Carnine, L., Engelmann, S., Johnson, G., & Meyer, L. (1988). Skills Application: Student's Book Decoding C. New York, NY: Macmillan/McGraw-Hill.
12. Coleman, J. S. (1989). Social capital in the creation human capital. American Journal of Sociology, 94(Suppl), S95-S120.
13. Darby, M. R. (Ed.), (1996). Reducing Poverty in America: Views and Approaches. Thousand Oaks, CA: Sage.
14. Danziger, S. & Gottschalk, P. (1995). America Unequal. New York, NY: The Russell Sage Foundation.
15. Drago, A. & McLaughlin, T. F. (1996). Using Teaching Your Child to Read in 100 East Lessons to teach sounds. Journal of Precision Teaching and Celeration, 13(2), 28-32.
16. Edwards, L., Salant, V., Howard, V. F., Brougher, .J., & McLaughlin, T. F. (1995). Effectiveness of self-management on attentional behavior and reading comprehension for children with attention deficit disorder. Child & Family Behavior Therapy, 17(2), 1-17.
17. Edmondson, A., Peck, S. M., & McLaughlin, T. F. (1996). The effects of Direct Instruction on early reading skills of a kindergarten student. Journal of Precision Teaching and Celeration, 14(1), 72-77.
18. Engelmann, S., Becker, W. C., Carnine, D., & Gersten, R. (1988). The Direct Instruction follow through model: Design and outcomes. Education and Treatment of Children, 77,303-317.
19. Engelmann, S. & Gamine, D. (1982). Theory of Instruction. New York, NY: Irvington.
20. Engelmann, S., Meyer, L., Johnson, G., & Carnine, L. (1999). Corrective Reading: Skill Applications, Decoding C. Chicago, IL: Scientific Research Associates.
21. Everson, M. & McLaughlin, T. F. (1997). Effects of self-monitoring for students with learning disabilities. International Journal of Special Education, 72, 1-15.
22. Ferritor, D. E., Buckholdt, D., Hamblin, R. L., & Smith, L. (1972). The noneffects of contingent reinforcement for attending behavior on work accomplished. Journal of Applied Behavior Analysis, 5, 7-17.
23. Gersten, R. (1985). Direct instruction with special education students: A review of evaluation research. The Journal of Special Education, 19,42-58.
24. Gersten, R., Carnine, D., & Woodward, J. (1987). Direct instruction research: The third decade. Remedial & Special Education, 8, 48-56.
25. Gersten, R. & Keating, T. (1987). Long term benefits from direct instruction. Educational Leadership, 44(6), 28-31.
26. Gersten, R., Keating, T., & Becker, W. C. (1988). The continued impact of the Direct Instruction Model: Longitudinal studies of follow through students. Education and Treatment of Children, 11, 318-327.
27. Greenwood, C. R. (1996). Research on the practices and behaviors of effective teachers the Juniper Gardens Children's Project: Implications for education of diverse learners. In D. L. Spcece & B. K. Keogh (Eds.), Research on Classroom Ecologies: Implications for Inclusion of Children with Learning Disabilities (pp. 39-67). Hillsdale, NJ: Lawrence Erlbaum and Associates Publishers.
28. Greenwood, C. R., Delquadri, J., & Hall, R. V. (1991). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81, 371-383.
29. Hallahan, D. P., Lloyd, J., Kosiewicz, M. M., Kauffman, J. M., & Graves, A. W. (1979). Self-monitoring of attention as a treatment for learning disabled boys' off-task behavior. Learning Disability Quarterly, 2, 24-32.
30. Harris, K. R. (1986). Self-monitoring of attentional behavior versus self-monitoring of productivity: Effects on on-task behavior and academic response rate among learning disabled children. Journal of Applied Behavior Analysis, 19, 417-423.
31. Hart, B. & Risley, T. R. (1995). Meaningful Differences in Everyday Experiences of Young American Children. Baltimore, MD: Paul H. Brookes.
32. Hay, W. M., Hay, L., Nelson, R. O. (1977). Direct and collateral changes in on-task and academic behavior resulting from on-task and academic contingencies. Behavior Therapy, 5, 431-441.
33. Holz, K. R., Peck, S. M., McLaughlin, T. F., & Stookey, S. (1997). The effects ofusing Direct Instruction reading and a re-reading contingency coupled with a reward and praise contingency with a high school sophomore. Journal of Precision Teaching and Generation, 14(1), 35-40.
34. Howard, V. F., McLaughlin, T. F., & Vacha, E. F. (1996). Educational capital: A proposed model and its relationship to academic and social behavior of children at risk. Journal of Behavioral Education, 6, 135-152.
35. Johnson, J. J., Luiten, L. A., Derby, K. M., McLaughlin, T. F., Johnson, M., & Weber, K. P. (2001). Evaluating the effectiveness of Teach Your Child to Read In 100 Easy Lessons using graded word lists. Proven Practice: Prevention and & Remediation Solutions for Schools, 3, 68-74.
36. Kameenui, E. J. (1998). The rhetoric of all, the reality of some, and the unmistakable smell of mortality. In J. Osborn & F. Lehr (Eds.), Literacy for All (pp. 319-338). New York, NY: Guilford.
37. Kazdin, A. E. (1982a). Single Case Research Design: Methods for Clinical and Applied Settings. New York, NY: Oxford.
38. Kazdin, A. E. (1982b). The token economy: A decade later. Journal of Applied Behavior Analysis, 15, 432-446.
39. Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60, 73-85.
40. Livingstone, D. W. (1997). The Education-Jobs Gap: Underemployment or Economic Democracy. Boulder, CO: Westview.
41. Lloyd, J., Cullinan, D., Heins, E. D, & Epstein, M. H. (1980). Direct instruction: Effects on oral and written language comprehension, Learning Disabilities Quarterly, 3, 70-76.
42. Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.), (2004). Introduction to Direct Instruction. Boston, MA: Pearson Education.
43. Marholin, D. & Steinman, W. M. (1977). Stimulus control in the classroom as a function of the behavior reinforced. Journal of Applied Behavior Analysis, 7, 465-478.
44. McKensie, H. S., Clark, M., Wolf, M. M., Kothera, R., & Benson, C. (1969). Behavior modification of children with learning disabilities using grades as tokens and allowances as back-up reinforeers. Exceptional Children, 34, 745-752.
45. McLaughlin, T. F. (1983). Effects of self-recording for on-task and academic responding: A long term analysis. Journal for Special Education Technology, 6, 5-12.
46. McLaughlin, T. F. (1984). A comparison of self-recording and self-recording plus consequences for on-task and assignment completion. Contemporary Educational Psychology, 9,185-192.
47. McLaughlin, T.F., Dolliver, P., & Malaby, J. E. (1979). A timer game: Effects for on-task behavior and academic responding for an entire special education class. Contemporary Education Psychology, 4,172-174.
48. McLaughlin, T. F., Laffey, P., & Malaby, J. E. (1977). Instructions: Effects for on-task behavior and academic responding: Two case studies. Contemporary Educational Psychology, 2, 393-395.
49. McLaughlin, T. F. & Vacha, E. F. (1992a). School programs for at-risk children and youth: A review. Education and Treatment of Children, 15, 112-120.
50. McLaughlin, T. F. & Vacha, E. F. (1992b). The at-risk student: A proposal for action. Journal of Instructional Psychology, 19, 66-68.
51. McLaughlin, T. F. & Williams, R. L. (1988). The token economy. In J. C. Witt, S. N. Elliott, & F. M. Gresham (Eds.). Handbook of Behavior Therapv in Education (pp. 469-487). New York, NY: Plenum.
52. McLaughlin, T. F., Williams, B. F., Howard, V. F., & Reyes, R. (1995). Data-based and effective classroom procedures to assist Native American children with fetal alcohol syndrome and fetal alcohol effects. Corrective and Social Psychiatry, 47, 42-51.
53. Murname, R. J., Maynard, R. A., & Olds, J. C. (1980). Home resources and children's achievement. Review of Economics and Statistics, 63, 369-377.
54. Sadovnik, A. R. (1991). Basil Bernsteins's theory of pedagogic practice: A structuralist approach. Sociology of Education, 64, 48-63.
55. Shapiro, E. S. (2004). Academic Skill Problems: Direct Assessment and Intervention (2nd ed). New York, NY: Guilford.
56. Slavin, R. E. (1989). Students at-risk for school failure: The problem and its dimensions. In R. E. Slavin, N. L. Karweit, & N. A. Madden (Eds.), Effective Programs for Students At-Risk (pp. 3-19). Needham Heights, MA: Allyn & Bacon.
57. Slavin, R. E. (1991). Chapter 1 : A vision for the next century. Phi Delta Kappan, 72, 586-589.
58. Slavin, R. E. (1996). Education for All. Exton, PA: Swets & Zeitlinger Publishers.
59. Slavin, R. E., Madden, N. A., Dolan, L. J., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994). Whenever and where ever we choose: Replication of success for all. Phi Delta Kappan, 75, 639-647.
60. Swain, J. C. & McLaughlin, T. F. (1998). The effects of bonus contingencies in a classwide token program on math performance with middle school students with behavior disorders. Behavioral Interventions, 13, 11-20.
61. Truhlicka, M., McLaughlin, T. F., & Swain, J. C. (1998). Effects of bonus contingencies and response cost on the accuracy of spelling performance with middle school special education students with behavior disorders. Behavioral Interventions, 13, 1-10.
62. Vacha, E. F. & McLaughlin, T. F. (1992). The social structural, family, school, and personal characteristics of at-risk students: Policy recommendations for school personnel. Journal of Education, 174, 9-25.
63. Vacha, E. F. & McLaughlin, T. F. (1993). School failure and cultural capital: Families of at-risk students. The Canadian School. Executive, 13, 8-11.
64. Weaver, C. (1990). Understanding Whole Language. Portsmouth, NH: Heinemann.
65. Woodcock, R. W. & Johnson, M. B. (1989). Woodcock-Johnson Psycho-Educational Battery. Chicago.IL: Riverside Publishing.