The Lack of Vicarious Effects with Contingent Teacher Attention for Academic Performance

Abstract

Reinforcement for academic performance has been shown to increase both correct academic responding and rates of on task behavior. Reinforcement for attending and on task behavior ahs failed to increase correct academic responding in may studies, but it has produced vicarious effects in non-target subjects. The purpose of this study was to determine whether vicarious effects also occur with academic contingencies. Subjects were normal fourth-grade students with mild classroom behavior and math performance problems. One child in each of three pairs of students was reinforces for correct completion of math problems within a multiple baseline design. Both treated and untreated children were observed to determine whether academic performance and classroom behavior improved with treatment. Only the performance and behavior of treated children improved. Untreated children failed to improve substantially in math performance and actually deteriorated in on task behavior.