Behavioral Modification in a Junior High Learning Disabilities Classroom

Abstract

This study was conducted in the University of Washington Experimental Education Unit; subjects were 8 junior high age students admitted to the unit on the basis of having serious learning and behavior disorders. Individual programs were arranged for each child in the classroom. Activities known to be highly interesting to the students were established as reinforcement contingencies, used to reinforce academic activities. Functionally significant academic gains were recorded over a teaching period of approximately 100 days.