Effects of Free Time on Grammar Skills of Adolescent Handicapped Students

Abstract

The effects of a free-time contingency on the grammar skills of nine mildly handicapped adolescent male students were investigated. A multiple baseline design across subject pairs was used to evaluate the contingent free-time procedures. Data were collected on students’ correct use of capitalization and punctuation. Subjective ratings as to the students1 writing skills were gathered before and after the intervention. Pre- and posttest data were also taken from the Brigance Diagnostic Inventory of Basic Skills. The results during baseline indicated low skills in the writing areas measured. The use of the tree-time contingency was correlated with improved grammar skills by all students. Subjective ratings made by three qualified judges scored student papers from the contingent free-time phase as being better than those from baseline in terms of grammar and composition. Pretest and posttest data from the Brigance Diagnostic Inventory of Basic Skills revealed little change in skill performance. Problems and benefits of the procedures are discussed.