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SHAPING ACADEMIC TASK ENGAGEMENT WITH PERCENTILE SCHEDULES

SHAPING ACADEMIC TASK ENGAGEMENT WITH PERCENTILE SCHEDULES The purpose of this study was to examine the use of percentile schedules as a method of quantifying the shaping procedure in an educational setting. We compared duration of task engagement during baseline measurements for 4 students to duration of task engagement during a percentile schedule. As a secondary purpose, we examined the influence on shaping of manipulations of the number of observations used to determine the criterion for reinforcement (the m parameter of the percentile formula). Results showed that the percentile formula was most effective when a relatively large m value (20 observations) was used. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Behavior Analysis Wiley

SHAPING ACADEMIC TASK ENGAGEMENT WITH PERCENTILE SCHEDULES

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References (22)

Publisher
Wiley
Copyright
2007 Society for the Experimental Analysis of Behavior
ISSN
0021-8855
eISSN
1938-3703
DOI
10.1901/jaba.2007.40-475
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study was to examine the use of percentile schedules as a method of quantifying the shaping procedure in an educational setting. We compared duration of task engagement during baseline measurements for 4 students to duration of task engagement during a percentile schedule. As a secondary purpose, we examined the influence on shaping of manipulations of the number of observations used to determine the criterion for reinforcement (the m parameter of the percentile formula). Results showed that the percentile formula was most effective when a relatively large m value (20 observations) was used.

Journal

Journal of Applied Behavior AnalysisWiley

Published: Sep 1, 2007

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