Teaching Students To Self-Regulate Their Behavior: The Differential Effects Of Student-Vs. Teacher-Delivered Reinforcement

Authors

Martin Agran, University of Northern IowaFollow
Caryl Blanchard, Utah State UniversityFollow
Michael Wehmeyer, University of KansasFollow
Carolyn Hughes, Vanderbilt UniversityFollow

Document Type

Article

Journal/Book/Conference Title

Research in Developmental Disabilities

Volume

22

Issue

4

First Page

319

Last Page

332

Abstract

The effects of selected student-directed learning strategies on the classroom behavior of six students with varying disabilities in general education were examined using a multiple baseline design across groups. Target behaviors included academic, study, and social skills. Results indicated increases in student target performance for all participants, however, differential effects were observed across groups and reinforcement conditions (student-vs. teacher-delivered). Additionally, anecdotal reports obtained from the cooperating teacher and students supported the study's findings. The implications of these findings are discussed. Copyright © 2001 Elsevier Science Inc.

Department

Department of Special Education

Original Publication Date

8-21-2001

DOI of published version

10.1016/S0891-4222(01)00075-0

Recommended Citation

Agran, Martin; Blanchard, Caryl; Wehmeyer, Michael; and Hughes, Carolyn, "Teaching Students To Self-Regulate Their Behavior: The Differential Effects Of Student-Vs. Teacher-Delivered Reinforcement" (2001). Faculty Publications. 3507.
https://scholarworks.uni.edu/facpub/3507