Test 9 Flashcards
S why
- noise distracts drivers
- higher fatalities in bus accidents
- have used music in past for ID students on bus
S1 subjects/setting
6-8th grade students
max 44 kids
25min ride
S1 apparatus
Noise guard
Noise guard threshold
Light display
S1 Noise guard
- like a microphone set up on the ceiling to track noise levels
- noise above 500Hz would activate it (length)
- recorded the umber of events over the threshold (in 10ths of seconds)
- threshold 93dB
S1 Light display
during treatment panel of 10 red lights on win shield
-went on to provide feedback every 0.1s above threshold
S1 behaviours
Out of seat
Roughhousing
Coercive comments
S1 Out of seat
any posterioral disconnection with the seat
S1 Roughhousing
aggressive nonverbal interaction
S1 coercive comments
-by driver
threats, warnings, reminders calling a Childs name without a comment within 3s.
S1 observation system and recording
observer coded data and recorder in bus
- 15s observation intervals (allowing 5s to record)
- recorded instances of target Bx per interval
- tape of drivers comments and scored later
- 10BL in afternoon to control for reactivity
S1 reliability
- once during each condition
- intervals agreed/total
- Divers comments: smaller/larger
S1 BL
kids told there would be an observer
S1 treatment
lights, music, raffles
-firsst day experimenter explained:
Lights on when too loud
Music on first day all times, after only when noise was low
Raffle for hamburger coupons each day if cut off criterion was not exceeded (previous day)
-students could make music suggestions
Raffle for 10 movie passes after 5 consecutive days
If one student intentionally turned on lights they would be reported to the principle
Driver told to do the same
S1 treatment phaseout
last week burger coupon raffle eliminated
movie pass changed from 10kids from 5 days, to 2 passes daily
music still everyday
S1 setting the cutoff criterions
could exceed threshold for limited time before music and raffle lost
- 1dt day 26s
- 2nd 13s
- 3rd 5s
S1 design
ABABC reversal
S1 results
BL 624.1 noise outbursts per trip average duration 62.3s
T: drastically reduced
BL: increase
Treatment phase out: results maintained
out of seat Bx decreased, but gradual increase ov er treatment
Roughhousing - decrease
Driver coercion - decreased during treatment 17-2.2
S1 discussion
- end of trips when criterion was exceeded
- had an effect on other Bx as well (out of seat/R)
- coercions from driver also decreased
- was liked by students
S1 limitations
- Out of seat/roughhousing recovered throughout treatment (addressed in E2 by lowering noise levels)
- need raffles not everyone may have access to prizes
S2 subjects and setting
6-8th grade
afternoon
44 max kids
S2 apparatus
Same as Exp 1
S lights instead of 10
-90dB SPL*
S2 Bx
-out of seat and roughhousing were recorded in alternating 15s record intervals
noted if one or more students doing Bx
-driver comments same as E1
S2 BL
This experimental condition was conducted identically with that of Experiment 1. Treatment (lights and preferred music). The treatment procedure was introduced and con- ducted in the same manner described in Ex- periment 1 except that no raffles were available. In addition, the cutoff criterion was reduced more gradually in this experiment.
S2 Exp design
ABAB reversal
S2 results
noise outburst dropped
-still effective without raffles
S2 survey
kids and driver reported bus ride was better
S2 next
test the ages and populations
P Why
continuation of past research, see if attention was the IV increasing Bx
P Subjects
from inner-city school
3 kids
1K, 2 1st grade
all have low school attendance records
P observations
recorded morning and afternoon for attendance
observer would periodically enter rooms to check
P BL
took data for attendance
P principal praise
entered classroom each day and attend to student rearing presence in school
pat on back/few words of praise
duration around no longer than 60s
12th week
began delivering intermittent praise 2-3 times per week
P results
all participants increased attendance
during intermittent praise attendance decreased slighly
P2 subjects
3 5th grade boys
capable but academically non productive
P2 procedure/observations
-tutor procedure was implemented, visited daily for reading and math (word rec/addition worksheet)
-done outside of class, 1:1, little interaction
-recored, Tx only instructs and answers Q
around 13min
-second observer sat in occasionally
P2 IOA
38%? word reg 80-100% M 95
1/4 of math 87-100 M 98.8
P2 BL
Go through M/R tutoring, receive feedback on CR, no schedule attention for CR
P2 principle praise
principle attention contingent on increase in CR
- would tell kid he wants to see improvement end of BL
- if criterion met, brought to P and 30s-60s of praise. Same for math
P2 design
within and between subjects multiple baseline design
P2 results
Principle praise increased academic performance in both subjects
P3 subjects
2 3rd grade classes
36-38 kids each
most and least advanced classes
P3 procedure
6 math worksheet with 100Q
- one sheet presented each day (recycled order/prez)
- 27 sessions in experiment
Exp would enter class and hand out sheets. 5 mine timer set and begun. kids did as many as they could in timer period
scores posted in class so they could receive feedback
P3 reliability
approximately every day
exp would rescore 1-2 papers
agree/dis times 100
M98%
P3 BL
Papers administered to both classrooms
P3 Principal praise
list of students who improved and list of top highest scores
- principal came to class and asked students on the list to stand and praised them
- took less than 3min, done twice a week
- teachers did the same as BL
Procedure introduced in 2nd class 6 sessions later