Effects of instructions for on-task behavior and academic behavior: Two case studies |
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Authors: | T F McLaughlin Pat Laffey J E Malaby |
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Institution: | Spokane School District and Gonzaga University USA;E.S.D. 123 USA;Eastern Washington State College USA |
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Abstract: | The effects of daily teacher instructions to “work hard” for the on-task behavior of two special education students during a math period were examined in a multiple-baseline design. The results indicated that teacher instructions could increase such behavior. Generalization to work output (the rate of correct math problems) was observed. Follow-up data revealed that the effects of the instructional procedure were of lasting duration. It was suggested that instructions could be an effective, inexpensive, easy to implement, and socially acceptable classroom intervention procedure. |
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Keywords: | Reprints may be obtained from T F McLaughlin School of Education Gonzaga University Spokane WA 99202 |
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