Time-based versus task-based contingencies: Which is more effective for independent academic assignments?
Open Access
- Author:
- Hua, Youjia
- Graduate Program:
- Special Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- May 05, 2008
- Committee Members:
- David Lee, Committee Chair/Co-Chair
Mary Catherine Scheeler, Committee Chair/Co-Chair
James Mc Afee, Committee Member
John Michael Regan, Committee Member - Keywords:
- special education
assignment completion
academic assignment
choice - Abstract:
- Task interspersal is an academic material modification procedure designed to make task completion more reinforcing. It is implemented by adding a sequence of brief tasks prior to more difficult or nonpreferred target academic tasks. This procedure results in an increase in the number of conditioned reinforcers available for completing a given task. However, one limitation of the studies examining these effects is that researchers exclusively use time-based contingencies to study academic choice behavior. This procedure may (a) inadvertently limit student opportunities to respond to the target problems and (b) not accurately reflect the real contingencies in applied settings. The purpose of this study is to investigate the effects of time- and task-based contingencies on student choice of academic materials. In this study a concurrent-schedule design with a reversal was used to compare the students' choice of worksheets when working under different task contingencies. Overall, the results showed that during the task-constant condition all three students had the same clear preference for the traditional worksheets. However, their preferences of task material during the time-constant condition were individualized. In addition, two of the students had higher digits correct per minute (DCPM) during the task-constant condition regardless of the task format and one student had higher DCPM on both types of worksheets during the time-constant condition. Results are discussed within the context of matching law and previous literature. Limitations of the study are also listed. Finally, implication for practitioner and teachers are delineated.