The relative effectiveness of positive and negative consequences in contingency contracts to increase daily arithmetic performance
Date Issued
August 1, 1980
Author(s)
Mazzuchi, Teresa Ann
Advisor(s)
Richard A. Saudargas
Additional Advisor(s)
Robert G. Wahler
Kenneth R. Newton
Charles L. Thompson
Abstract
The relative contribution of two contract components, positive contingencies for meeting the terms of a contingency contract, and negative consequences for failure to meet the contract terms were examined with four elementary school students who had low levels of completion and accuracy on daily arithmetic assignments. A series of single subject reversal designs were used for the four subjects. Each of the subjects was exposed to a contract which contained positive and negative consequences, positive only consequences, and one which contained negative only consequences. The results for two students showed that inclusion of a negative component in contracts for elementary students was not necessary and that use of a positive component alone is sufficient in maintaining high levels of completion and accuracy in daily math assignments. The results obtained for two other students were rendered uninterpretable due to lack of teacher consistency in delivery of feedback and consequences.
While the females in the study preferred the contract which contained only the positive component, the males preferred the contract with both positive and negative contingencies. The students' preferences had no effect on their performance in the different contract conditions. The students functioned as well on the positive as on the positive and negative contracts.
Degree
Doctor of Philosophy
Major
Psychology
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Thesis80b.M399.pdf
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2.73 MB
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