Increasing Independent Seatwork: Breaking Large Assignments into Smaller Assignments and Teaching a Student with Retardation to Recruit Reinforcement

Abstract

A withdrawal design was used to evaluate the effects of a multicomponent intervention on independent seatwork and student-teacher interactions in a student with mild mental retardation. During the intervention phase, long assignments were changed to multiple, briefer assignments. After completing each brief assignment, the student recruited social reinforcement and the next brief assignment from the teacher. Results showed that this procedure increased the amount of independent seatwork the student completed without decreasing accuracy levels. Interaction data suggested that the intervention decreased teacher disapprovals and did not require additional teacher time. The discussion focuses on applied implications of the current study and plausible causal mechanisms that account for the current findings.

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