PSYC 565
ARTICLE REVIEW ASSIGNMENT
1. APA reference of the article being reviewed.
McAllister, L. W., Stachowiak, J. G., Baer, D. M., & Conderman, L. (1969). The
application of operant conditioning techniques in a secondary school classroom./Journal
of applied behavior analysis,/2(4), 277–285. https://doi.org/10.1901/jaba.1969.2-277
2. What is the research problem that is being investigated? What is the purpose of the
research being conducted?
The research problem being investigated is the impact of teacher praise and disapproval
on two specific target behaviors – inappropriate talking and turning around – in a high
school English class comprising 25 students. The study aims to understand how the
application of contingencies, specifically disapproval for inappropriate behaviors and
praise for appropriate, incompatible behaviors, influences the occurrence of the target
behaviors among high school students.
The purpose of the research is to assess the effectiveness of teacher-supplied social
contingencies in modifying student behavior, particularly in the context of a high school
English class. The study utilizes a multiple baseline experimental design, applying
contingencies initially to reduce inappropriate talking behavior and subsequently to
decrease inappropriate turning behavior. The overarching goal is to contribute insights
into effective classroom management strategies that can be employed by teachers to
foster a positive learning environment and address disruptive behaviors in secondary
education settings.
3. What is the research question?
"How do teacher-supplied social contingencies, involving disapproval for inappropriate
talking and turning around, combined with praise for appropriate, incompatible
behaviors, impact the incidence of these targeted behaviors in a high school English
class?"
4. How many sources are used in the introduction? List each one. Tell how many sentences
are written about each source.
In the introduction, there are 6 references to several studies to provide background and
context for the research question.
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1) Harris, Wolf, and Baer (1964): Sentences: One sentence is devoted to describing their
series of studies on pre-school children, emphasizing the effectiveness of contingent
teacher attention in modifying inappropriate behavior.
2) Hall and Broden (1967), Patterson (1965), Rabb and Hewett (1967), and Zimmerman and
Zimmerman (1962): Sentences: One sentence is dedicated to mentioning these studies
collectively, highlighting the demonstrated usefulness of teacher-supplied contingent
social reinforcement in reducing problem behaviors and increasing appropriate behaviors
in young children in special classrooms.
3) Becker, Madsen, Arnold, and Thomas (1967); Hall, Lund, and Jackson (1968); and
Madsen, Becker, and Thomas (1968): Sentences: One sentence is used to discuss these
studies, which extended operant conditioning techniques into the regular primary school
classroom, demonstrating their effectiveness there.
4) Thomas, Becker, and Armstrong (1968): Sentences: One sentence describes this study,
where the effects of varying teachers' social behaviors on the classroom behaviors of an
entire elementary school classroom of 28 students were observed.
5) Bushell, Wrobel, and Michaelis (1968): Sentences: One sentence mentions this study,
which applied group contingencies to an entire class of 12 preschool children.
6) Cohen, Filipczak, and Bis (1967): Sentences: One sentence briefly references this study,
reporting the application of various non-social contingencies in modifying attitudinal and
academic behaviors of adolescent inmates in a penal institution.
5. Outline the introduction (Divide the introduction into thematic groups with their own
subheadings—and include what information is provided about each source. The end of
your outline should point you to the research question and design—these need to be
included in your outline).
1) General Background on Operant Conditioning Techniques
a. Numerous studies have reported the effectiveness of operant conditioning
techniques in modifying the behavior of children in various situations.
2) Studies on Pre-school Children
b. Describe the effectiveness of contingent teacher attention in modifying
inappropriate behavior.
3) Studies on Young Children in Special Classrooms
c. Demonstrated the usefulness of teacher-supplied contingent social
reinforcement in reducing problem behaviors and increasing appropriate
behaviors.
4) Extension to Regular Primary School Classroom
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d. Extended operant conditioning techniques into the regular primary school
classroom, demonstrating their effectiveness.
5) Classroom-Wide Observations
e. Studied the effects of varying teachers' social behaviors on an entire
elementary school classroom of 28 students.
6) Group Contingencies in Preschool
f. Applied group contingencies to an entire class of 12 preschool children.
7) Application in Adolescent Inmates
g. Reported the application of various non-social contingencies in modifying
attitudinal and academic behaviors of adolescent inmates in a penal
institution.
8) Existing Research Gap in Secondary School Classrooms
h. While studies have focused on preschool and primary elementary school
levels, systematic research investigating these procedures has not been
undertaken in the secondary school classroom.
9) Research Purpose and Design
i. The present study sought to investigate the effects of teacher-supplied social
consequences on the classroom behaviors of an entire class of secondary
school students.
10) Identification of the Research Question
j. Question: How do teacher-supplied social contingencies impact the incidence of
inappropriate talking and turning around behaviors in a high school English class?
6. What are two (or more) theories that are discussed in the introduction? How are they used
to motivate (or set up) the research question? Do the authors agree or disagree with these
theories?
Two theories discussed in the introduction are classical conditioning and operant
conditioning. These theories are used to motivate and set up the research question by
providing a theoretical background on behavior modification techniques and their
application in educational settings. The authors appear to agree with the theories of
classical and operant conditioning. The introduction sets up the research question by
building on the effectiveness of these conditioning techniques in modifying behavior,
especially in the context of previous studies focusing on preschool and primary
elementary school levels. The study's purpose is to extend these principles to the
secondary school classroom and systematically investigate their impact on a larger group
of students.
1. Classical Conditioning:
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Motivation:
Classical conditioning, exemplified by Pavlov's work with dogs,
involves the association of a neutral stimulus with a meaningful
stimulus, leading to a conditioned response. While not explicitly
mentioned in the introduction, the idea of associating teacher-supplied
social consequences (praise and disapproval) with specific student
behaviors aligns with the principles of classical conditioning. The
anticipation of consequences becomes a factor influencing the
occurrence of certain behaviors.
2. Operant Conditioning:
Motivation:
Operant conditioning, developed by B.F. Skinner, focuses on the
consequences of behavior. The introduction emphasizes the
effectiveness of operant conditioning techniques in modifying the
behavior of children. The application of contingencies, such as
disapproval for inappropriate behaviors and praise for appropriate
behaviors, aligns with operant conditioning principles. The study aims
to investigate the impact of these contingencies on targeted student
behaviors in a high school English class.
7. What previous research (not theories) have been conducted on this topic? How do these
previous studies relate to the current research question?
1. Harris, Wolf, and Baer (1964):
Relation to Current Research Question:
This study is cited for its focus on pre-school children and the
effectiveness of contingent teacher attention in modifying
inappropriate behavior. The relevance lies in the application of teacher
attention as a form of social consequence, which aligns with the
teacher-supplied social contingencies examined in the current study.
2. Studies on Young Children in Special Classrooms (Hall and Broden (1967),
Patterson (1965), Rabb and Hewett (1967), Zimmerman and Zimmerman
(1962)):
Relation to Current Research Question:
These studies collectively demonstrate the effectiveness of teacher-
supplied contingent social reinforcement in reducing problem
behaviors and increasing appropriate behaviors in young children in
special classrooms. The application of teacher-supplied social
contingencies, as explored in the current study, draws from the success
of these approaches in similar contexts.
3. Extension to Regular Primary School Classroom (Becker, Madsen, Arnold, and
Thomas (1967); Hall, Lund, and Jackson (1968); Madsen, Becker, and Thomas
(1968)):
Relation to Current Research Question:
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These studies extended operant conditioning techniques into the
regular primary school classroom, showcasing their effectiveness. The
current study seeks to build on this extension by applying teacher-
supplied social contingencies in a high school setting, aiming to
contribute to the understanding of behavior modification in secondary
education.
4. Classroom-Wide Observations (Thomas, Becker, and Armstrong (1968)):
Relation to Current Research Question:
This study observed the effects of varying teachers' social behaviors
on an entire elementary school classroom. The relevance lies in the
approach of studying the collective impact on an entire class, aligning
with the current study's focus on investigating the effects of teacher-
supplied social consequences on the behaviors of an entire class of
secondary school students.
5. Group Contingencies in Preschool (Bushell, Wrobel, and Michaelis (1968)):
Relation to Current Research Question:
The study applied group contingencies to an entire class of preschool
children. While the age group differs, the concept of applying
contingencies to a group is relevant to the current study, which
explores the impact of teacher-supplied social consequences on a
larger group of secondary school students.
8. Why is the proposed research the logical next step (that is—what rationale and
motivation) is there for this research?
What hole in psychological knowledge is this study following? The proposed research is
considered the logical next step based on the rationale provided by the authors, which
builds upon previous findings in behavior modification and conditioning. The motivation
for this research stems from a recognized gap in the literature – a lack of systematic
research on the application of teacher-supplied social consequences in secondary school
classrooms. The authors aim to extend the existing knowledge, which predominantly
focuses on preschool and primary elementary levels, to address the need for
understanding the effectiveness of these techniques in a high school setting.
The authors argue that while studies have demonstrated the efficacy of teacher-supplied
social contingencies in modifying behavior, particularly in smaller groups or specific age
ranges, there is a notable absence of systematic research in secondary school classrooms.
The proposed research seeks to fill this gap by investigating the effects of teacher-
supplied social consequences on the behaviors of an entire class of secondary school
students.
The logical progression of the current research question is rooted in the success of
previous studies that applied behavior modification techniques in various educational
settings. The authors contend that, given the absence of systematic research in secondary
school classrooms, extending these principles to a high school English class is a natural
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and essential step. The study's design, employing a multiple baseline experimental
approach, allows for a systematic exploration of the impact of teacher-supplied social
contingencies on specific target behaviors.
9. How is the research question operationalized? (First, identify the abstract constructs
being studied. Next identify the concrete way these are being observed or measured. This
should include your IV and DV.)
Abstract Constructs:
Teacher-Supplied Social Consequences:
This includes both praise for appropriate, incompatible behaviors and disapproval
for inappropriate behaviors.
Inappropriate Talking Behavior and Inappropriate Turning Behavior:
These are the target behaviors that the study aims to modify.
Operationalization:
Independent Variable (IV):
The application of teacher-supplied social consequences (praise and disapproval).
Concrete Measurement: The frequency and consistency of teachers
delivering praise for appropriate behaviors and disapproval for
inappropriate talking and turning behaviors.
Dependent Variable (DV):
Incidence of inappropriate talking and turning behaviors among students.
Concrete Measurement: Observational data on the frequency and duration
of inappropriate talking and turning around will be recorded.
The research question is operationalized by implementing a multiple baseline
experimental design, wherein contingencies are first applied to decrease inappropriate
talking behavior and then to decrease inappropriate turning behavior. The independent
variable is the application of teacher-supplied social consequences, and the dependent
variable is the observable incidence of the targeted inappropriate behaviors. The study
aims to measure the impact of teacher-supplied social contingencies on modifying these
specific behaviors in a high school English class. The operationalization allows for a
systematic examination of the effectiveness of the applied contingencies in behavior
modification.
10. What is the research design? (I.e., between or within subjects, what type of statistical
tests were used, what were the levels of each variable?)
Research Design:
The study utilized a common pretest-posttest control group design combined with the
use of a multiple baseline technique in the experimental class.
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Subject Allocation:
Between-subjects design: The experimental group consisted of one low-track, junior-
senior English class, and the control group comprised another low-track, junior-senior
English class.
Levels of the Independent Variable (IV):
1. Experimental Group:
Application of teacher-supplied social consequences (praise and disapproval).
Implementation of contingencies to decrease inappropriate talking behavior
first and then inappropriate turning behavior.
2. Control Group:
No application of specific teacher-supplied social contingencies during the
study.
Levels of the Dependent Variable (DV):
The incidence of inappropriate talking and turning around behaviors in both the
experimental and control groups.
Statistical Tests:
The provided information does not explicitly mention the use of statistical tests.
However, the study design, involving a common pretest-posttest control group design
and the multiple baseline technique, suggests a focus on within-group and between-
group comparisons. Statistical analyses, such as t-tests or analysis of variance
(ANOVA), might be employed to assess the effectiveness of the applied
contingencies in reducing the incidence of inappropriate behaviors in the
experimental group compared to the control group.
11. Describe the results (but not their broader implications). Were the results significant?
Which ones? Do these support or not support the hypothesis?
Inappropriate Talking Behavior:
Baseline Condition:
oBoth experimental and control classes had comparable levels of
inappropriate talking, with average daily percentages around 22-25%.
Experimental Condition I (Day 28 Onwards):
oThe introduction of contingencies in the experimental class led to an
immediate reduction in inappropriate talking behavior.The experimental
class continued to show a consistent decrease, stabilizing at levels below
5%. In contrast, the control class maintained a similar level of
inappropriate talking.
Post-Intervention (Day 28 to Day 62):
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oThe control class maintained a high average daily percentage of
inappropriate talking intervals (around 21.51%). The experimental class
continued to exhibit a significantly lower average daily percentage of
inappropriate talking intervals (5.34%).
Inappropriate Turning Behavior:
Baseline Condition:
oBoth experimental and control classes had comparable levels of
inappropriate turning, with average daily percentages around 14-15%.
Experimental Condition II (Day 54 Onwards):
oThe introduction of contingencies in the experimental class led to an
immediate reduction in inappropriate turning behavior.
oThe experimental class continued to demonstrate a decrease in
inappropriate turning during the remaining days of the study.
oIn contrast, the control class exhibited little change, maintaining a
similar level of inappropriate turning.
Post-Intervention (Day 54 to Day 62):
oThe control class showed a slight increase in the average daily
percentage of inappropriate turning intervals (17.22%).
o
oThe experimental class maintained a significantly lower average daily
percentage of inappropriate turning intervals (4.11%).
Significance and Hypothesis Support:
The results indicate significant reductions in both inappropriate talking and turning behaviors
in the experimental class after the introduction of teacher-supplied social contingencies. The
stabilization of lower levels in the experimental class supports the hypothesis that
contingencies, including praise for appropriate behaviors and disapproval for inappropriate
behaviors, effectively reduce targeted problematic behaviors.
12. Outline the discussion.
Summary of Results and Previous Sources
oRecapitulation of the observed effects of teacher-supplied social
contingencies on target behaviors (inappropriate talking and turning).
oEmphasis on the effectiveness of the multiple baseline technique and
group-oriented approach.
oReference to the absence of specific numbers regarding the students
involved in target behaviors.
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Isolation of Effects and Possible Explanations
oExploration of the challenge in isolating the separate effects of praise
and disapproval on student behaviors.
oConsideration of the potential potency and differing delivery manners
of praise and disapproval.
oPotential Adaptation and Peer-Group Pressure
oDiscussion on the immediate response and potential adaptation
observed during the introduction of contingencies.
oExploration of the role of peer-group contingencies in reinforcing
positive behaviors and influencing group dynamics.
Alternative Possibility - Instructions vs. Reinforcement
oExamination of the possibility that praise and disapproval functioned
more as instructions than as reinforcement.
oAcknowledgment of previous studies suggesting the non-unitary
effects of disapproving adult behaviors on children's behavior.
Practical Implications and Usefulness of the Approach
oReflection on the practical aspects and usefulness of the multiple
baseline technique in avoiding the reversal of variables.
oConsideration of the acceptability of the approach in educational
settings and its alignment with the goal of achieving practical results.
oGroup-Oriented Approach and Feasibility
oDiscussion on the feasibility and practicality of the group-oriented
approach, particularly in cases where a large number of students
exhibit inappropriate behaviors.
oConsideration of the potential benefits, including remediating the
overall situation and allowing teachers to focus on specific cases.
Extension and Further Investigations
oAdvocacy for further studies to explore the effects of peer-group
contingencies on individual behavior.
oAcknowledgment of the need for research that provides more exact
information on the number of students involved in target behaviors.
Comparison with Previous Operant Research
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oDifferentiation of the study from previous operant research,
emphasizing the focus on modifying target behaviors without specific
regard to individual students.
oConsideration of the advantages and limitations of this approach in
contrast to earlier studies.
Implications for Classroom Management
oImplications of the study's findings for classroom management
practices.
oDiscussion on how the combination of praise and disapproval can be
applied to achieve positive behavior modifications.
Sources in the General Discussion:
oThe provided information does not specify the number of sources used
in the general discussion.
oReference to "previous studies" and acknowledgment of findings from
other research, including Lovaas et al. (1964) and Thomas et al.
(1968), suggesting that disapproving adult behaviors may have varied
effects on children's behavior.
oThe discussion relies on a combination of internal study findings and
references to previous research to support and contextualize the
interpretation of results.
13. What limitations are mentioned? Why are these limitations theoretically interesting?
The design does not allow for isolating the separate effects of praise and disapproval.
Understanding the individual impact of each contingency is crucial for refining behavior
modification strategies. The study's inability to isolate these effects might limit the
specificity of recommendations for teachers aiming to address specific behaviors. The
study acknowledges that praise and disapproval statements may have functioned as
instructions that students complied with. This raises theoretical questions about the role
of verbal instructions in behavior modification. Understanding whether statements
operate primarily as reinforcers or instructions has implications for the underlying
mechanisms of behavior change.
Theoretical significance arises from these limitations as they prompt reflections on the
generalizability, specificity, and underlying mechanisms of behavior modification
strategies.The inability to isolate the effects of praise and disapproval raises questions
about the nuanced impacts of different types of social contingencies on behavior.
The focus on group-level data without individual student details limits insights into the
heterogeneity of responses, potentially overlooking important variations in behavior
change dynamics. Understanding the instructional role of statements adds depth to
theories on verbal cues and their influence on behavior. The absence of data on the
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number of students involved in target behaviors impacts the ecological validity of the
findings and the practicality of applying interventions to different classroom settings.
The theoretical significance of these hypothetical limitations lies in their potential to
refine and extend our understanding of behavior modification strategies, instructional
cues, and the generalizability of findings across diverse educational contexts.
14. What future research is anticipated? Why is the future research theoretically interesting?
Investigating individualized response patterns to praise and disapproval. This could
involve examining whether certain students consistently respond more favorably to one
type of contingency over the other, contributing to a nuanced understanding of individual
differences in behavior modification. Conducting similar studies in different subject areas
or age groups to compare the effectiveness of teacher-supplied social contingencies
across diverse educational contexts. This could address the theoretical question of
subject-specific versus generalizable effects of such interventions. anticipated future
research directions have theoretical importance in refining intervention strategies,
advancing our understanding of the generalizability of findings, unraveling the role of
verbal cues, enhancing ecological validity, and exploring the dynamics of peer influence.
These studies would contribute to the broader theoretical framework surrounding
behavior modification in educational contexts.
15. What is the Eigenfactor of the journal that published this article? Is it high or low? Do
you think that the impact factor influences the quality of the article (or vise-versa)?
The Eigenfactor is considerably high given that it has an average scoring of 41-76.
16. How many times has this article been cited?
After visiting the Web of Science site several times, I was unsuccessful with
finding the accurate total of how many times this article was cited. However, peer
another outside resources, this article has been cited 244 times.
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PSYC 565
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