Using reinforcement and independent-grading to promote and maintain task accuracy in a mainstreamed class

Miriam Baer, Susan A. Fowler, Lisa Carden-Smith

Research output: Contribution to journalArticle


This study examined the effectiveness with which a 6-year-old boy, who exhibited severe conduct disorders and learning delays, could be taught to grade his daily assignments and maintain a high level of task accuracy. Results indicate that a reinforcement contingency (access to recess), requiring 80% task accuracy, was sufficient to increase more substantially the child's task accuracy and on-task performance and to decrease his disruptions. Responsibility for grading the daily assignments and for determining eligibility for reinforcement was then shifted from a classroom tutor to the child. Initially, the child's grading was checked bythe tutor following each task; later, to promote more accurate grading, a mild response cost system was implemented for inaccurate grading and bonus points were provided for grading incorrect or incomplete responses as errors. Tutor checking was faded systematically until the child was grading all tasks independently. The child maintained high task accuracy throughout all fading phases.

Original languageEnglish (US)
Pages (from-to)157-169
Number of pages13
JournalAnalysis and Intervention In Developmental Disablities
Issue number2
StatePublished - 1984
Externally publishedYes

ASJC Scopus subject areas

  • Rehabilitation
  • Psychiatry and Mental health

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  • Research Output

    • 1 Special issue

    Self-management tactics for the developmentally disabled

    Fowler, S. A. (ed.), Baer, D. M. (ed.) & Stolz, S. B. (ed.), 1984, In : Analysis and Intervention In Developmental Disablities. 4, 2

    Research output: Contribution to journalSpecial issue

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