Increasing task behavior in a language arts program by providing reinforcement

Abstract

The work of retarded readers using a programmed language arts curriculum was observed under various conditions of reinforcement in a controlled classroom. Task behavior was followed by conditions of no consequence, teacher praise, a work-break consequence, a monetary consequence and feedback on amount of work (relative to previous work). Extinction of task behavior tended to occur under conditions of no consequence and of teacher praise. Conditions of monetary consequence and of feedback on progress resulted in high, sustained rates of work behavior.