The Differential Effects of Reinforcement Contingencies on Arithmetic Performance

Abstract

This research investigated the effects of reinforcement contingencies in two different arithmetic situations — acquisition and proficiency. Subjects were seven 8–11-year-old learning disabled boys. Two experiments were performed. In Experiment I, the boys were presented with arithmetic problems which they could not compute accurately. Contingent toy models were used unsuccessfully. In Experiment II, two types of reinforcement contingencies were applied — contingent free time and contingent toy models. In this experiment the boys' computational proficiency needed improvement and the reinforcement contingencies were effective. The studies demonstrate the importance of careful diagnosis of children's academic deficiencies. Once children's specific educational levels are determined, interventions must be selected which aim at specific types of performance. Many arithmetic interventions are effective with only certain types of performance. For example, in this research although reinforcement contingencies increased the children's computational proficiency, they were not effective in the acquisition situation.

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