This experiment was done to study the effect of positive reinforcement on the attention concentration behavior, from April 3rd to May 23th, 2000, on three children of 10 to 11 years old (2 boys and 1 girl) who are educable mental retarded children, in C elementary school in SeongJu-Gun, GyeongBuk. R...
This experiment was done to study the effect of positive reinforcement on the attention concentration behavior, from April 3rd to May 23th, 2000, on three children of 10 to 11 years old (2 boys and 1 girl) who are educable mental retarded children, in C elementary school in SeongJu-Gun, GyeongBuk. Reversal design was used for experiment design, and ten times of trial were set as one period, and material reinforcement and social reinforcement were done simultaneously for accurate reaction. And, researcher and two of field teachers were there as trainers. Their behavior was observed and recorded, and the reliability between the observers was 95%. Through this study, the result was gotten as follows; The positive reinforcement was effective for the formation of attention concentration behavior of the mental retarded children. All of their reaction level of behaviors, like 「to keep sit」, 「to look at the trainer」, 「to put both hands down on their laps」, and 「to answer to the order of the teacher」 were increased from 15∼25% to more than 70∼80%, and the behavior of 「to answer to the order of the teacher」 was formed more easily, and the behavior of「to keep sit」 was requiring 「20∼30」 periods and it was rather more periods for all of the three children. First, positive reinforcement was effective on 「to keep sit」 behavior of ADHD children. The behavior of 「to keep sit」 was 23% during the baseline period, and it was highly increased into 83% during the first reinforcement period, and it was a little decreased in reversal period as 63% than the first reinforcement period, but it was increased again predominantly in second reinforcement period as 86% than the baseline period. Second, positive reinforcement was effective on 「to look at the trainer」 behavior of ADHD children. The behavior of「to look at the trainer」was 24% during the baseline period, and it was increased into 83% during the first reinforcement period, and it was decreased as 61% than the first reinforcement period, but it was increased again as 83% in the second reinforcement period, so we can recognize that the behavior was settled. Third, positive reinforcement was effective on 「to put both hands down on their laps」 behavior of ADHD children. The behavior of「to put both hands down on their laps」 was 16% during the baseline period, and it was highly increased as 77% during the first reinforcement period, and it was decreased as 58% than the first reinforcement period, but it was recovered as 79% during the second reinforcement period, so we can recognize that the behavior was settled.
This experiment was done to study the effect of positive reinforcement on the attention concentration behavior, from April 3rd to May 23th, 2000, on three children of 10 to 11 years old (2 boys and 1 girl) who are educable mental retarded children, in C elementary school in SeongJu-Gun, GyeongBuk. Reversal design was used for experiment design, and ten times of trial were set as one period, and material reinforcement and social reinforcement were done simultaneously for accurate reaction. And, researcher and two of field teachers were there as trainers. Their behavior was observed and recorded, and the reliability between the observers was 95%. Through this study, the result was gotten as follows; The positive reinforcement was effective for the formation of attention concentration behavior of the mental retarded children. All of their reaction level of behaviors, like 「to keep sit」, 「to look at the trainer」, 「to put both hands down on their laps」, and 「to answer to the order of the teacher」 were increased from 15∼25% to more than 70∼80%, and the behavior of 「to answer to the order of the teacher」 was formed more easily, and the behavior of「to keep sit」 was requiring 「20∼30」 periods and it was rather more periods for all of the three children. First, positive reinforcement was effective on 「to keep sit」 behavior of ADHD children. The behavior of 「to keep sit」 was 23% during the baseline period, and it was highly increased into 83% during the first reinforcement period, and it was a little decreased in reversal period as 63% than the first reinforcement period, but it was increased again predominantly in second reinforcement period as 86% than the baseline period. Second, positive reinforcement was effective on 「to look at the trainer」 behavior of ADHD children. The behavior of「to look at the trainer」was 24% during the baseline period, and it was increased into 83% during the first reinforcement period, and it was decreased as 61% than the first reinforcement period, but it was increased again as 83% in the second reinforcement period, so we can recognize that the behavior was settled. Third, positive reinforcement was effective on 「to put both hands down on their laps」 behavior of ADHD children. The behavior of「to put both hands down on their laps」 was 16% during the baseline period, and it was highly increased as 77% during the first reinforcement period, and it was decreased as 58% than the first reinforcement period, but it was recovered as 79% during the second reinforcement period, so we can recognize that the behavior was settled.
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#정적강화 ADHD아동 주의집중행동
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