FREE TIME AS A REINFORCER FOR ON-TASK BEHAVIOR IN A SPECIAL EDUCATION CLASSROOM

Stzmmary.-Within the last decade numerous studies have demonstrated the effectiveness of structuring contingencies within the classroom to support desired behaviors by pupils. In the present study, free time was made contingent upon consistent on-task behavior for three trainable mentally retarded boys. Differences between baseline and contingency data showed a positive increase in on-task behavior. Within the last few years, psychologists and teachers have been interested in developing reinforcement contingencies within the classroom to support desired behaviors by pupils. As recent research demonstrates, there are a variety of reinforcers which may be made contingent upon appropriate behavior in the classroom. One of the most practical reinforcers is defined by the following rule: a highly probable behavior can be used as a reinforcer for one of lower probability if the former is made contingent upon the latter. This rule is known as the Premack (1959) principle. Probably one of the most highly probable behaviors occurs when the children are given "frec time" during which they may choose from several alternatives of enjoyable behaviors which are practical in the school situation. Osbrne (1969) used free time as a reinforcer in the management of classroom behavior of six girls enrolled in a school for the deaf. Homme, de Baca, Devine, Steinhorst, and Rickert (1963) used roughhousing as a reinforcer for preschool nursery children to increase behaviors of low probability such as sitting quietly and looking at the blackboard. The present study involved the use of free time as a reinforcer for on-task behaviors of trainable mentally retarded children. Subjects were three trainable mentally retarded boys in a special education class. Their ages ranged from 7 to 12 yr. The token reinforcers were plastic chips which could be attached to form a chain. The target behavior was on-task behavior, defined as "sitting quietly at one's desk with eyes on one's worksheet, pencil or crayon in hand, and otherwise giving the appearance of attending to the task." Prom observing the boys over 2 wk., it became obvious that the behavior of highest probability and greatest desirability was free time. In concurrence with Premack's principle this highly probable behavior (free time) should act as a potent reinforcer for the behavior of lower probability (staying on-task). Because this reinforcer could not be immediately presented, plastic chips were dispensed as immediate reinforcers. Time-samples of four recordings a minute (15-sec. intervals) provided data. A baseline of on-task behavior was taken for five days. On the first day of the contingenq condition, the children were told that the experimenter was going to give them chips if they were working on their assignments. The boys were also told that the boy with the most chips would have free time first. With the reacher's help, it was determined thac one chip would be given for every 45 sec. of consecutive on-task behavior. Contingency data were collected for six afternoons over the next 2 wk. Every afternoon, after the work assignments were completed, each boy's "chain" of tokens was counted.