Special Education ETDs

Publication Date

5-14-1975

Abstract

Problem

The purpose of this investigation was to determine the effects of a checkmark system as reinforcement for a group of eleven slow-learning children in the Special Education School in the City of Jalapa, Veracruz, Mexico. The behaviors measured were attention behavior, language achievement, and arithmetic achievement.

Procedure

The research design used for this investigation was the single­group design (Campbell, 1966). Both a pre and post-test were administered with the group serving as its own control. The checkmark system was identified as the independent variable. The measures obtained for attention behavior, language achievement and arithmetic achievement were the dependent variables. A single classification analysis if variance was used to test the significance of mean differences for the comparisons made. For the present investigation differences were considered statistically significant at the .05 level.

Results

The frequency of attention behavior increased to a level that was statistically significant at the .01 level. Both language achievement and arithmetic achievement showed improvement but did not reach statistical significance.

Conclusions

1. The checkmark system was effective in increasing the frequency of attention behavior.

2. The checkmark system by itself was not effective in significantly improving the language and arithmetic achievement in the group of children studied.

3. The engineered classroom design without the checkmark system was not sufficient to increase the attention behavior of the group studied.

Document Type

Dissertation

Language

English

Degree Name

Special Education

Level of Degree

Doctoral

Department Name

Special Education

First Committee Member (Chair)

Richard Lane McDowell

Second Committee Member

Marian Newton Shelton

Third Committee Member

Lewis Aloysius Dahmen

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