Teaching Elementary Students with Developmental Disabilities to Recruit Teacher Attention in a General Education Classroom: Effects on Teacher Praise and Academic Productivity

Authors

Michele A. Craft, Ohio State University
Sheila R. Alber, University of Southern MississippiFollow
William L. Heward, Ohio State University

Document Type

Article

Publication Date

9-1-1998

Department

Psychology

Abstract

Four fourth graders with developmental disabilities were trained to recruit teacher attention while they worked on spelling assignments in a general education classroom. The students were taught to show their work to the teacher two to three times per session and to make statements such as, "How am I doing?" or "Look, I'm all finished!" Training was conducted in the special education classroom and consisted of modeling, role playing, error correction, and praise. A multiple baseline across students design showed that recruitment training increased (a) the frequency of students' recruiting, (b) the frequency of reacher praise received by the students, (c) the percentage of worksheet items completed, and (d) the accuracy with which the students completed the spelling assignments.

Publication Title

Journal of Applied Behavior Analysis

Volume

31

Issue

3

First Page

399

Last Page

415

Recommended Citation

Craft, M. A., Alber, S. R., Heward, W. L. (1998). Teaching Elementary Students with Developmental Disabilities to Recruit Teacher Attention in a General Education Classroom: Effects on Teacher Praise and Academic Productivity. Journal of Applied Behavior Analysis, 31(3), 399-415.
Available at: https://aquila.usm.edu/fac_pubs/5073