Abstract:
A seven phase experiment utilizing the technique of differential attention was undertaken with two groups of severely-moderately mentally retarded children (C.A. = 13, I.Q. = 34.3)
The children's teacher attempted to modify their "ontask" behaviour in the classroom by three means:-
1. He dramatically increased the number of praise remarks offered contingent on appropriate behaviour, and maintained disapproving remarks at a baseline level.
2. He ignored all offtask behaviour while maintaining his praise remarks at the baseline level.
3. He dramatically increased his praise contingent on ontask behaviour and ignored all offtask behaviour.
It was predicted that the frequency of ontask behaviour would increase when praise was contingently increased, and would increase even more markedly when offtask behaviour was also ignored. Such had been the finding with normal children in classroom settings (Becker, Madsen et al, 1968; Thomas, Becker & Armstrong, 1968; Glynn & Quinnell, 1971; Thomas & Adams, 1971).
Results indicated no consistent improvement or change in the behaviour of Group 1 under any of the experimental conditions. That group with a majority of boys improved when teacher praise increased and also during two phases when the teacher behaviour reverted to its normal style.
If the children responded at all it appeared to be to consistent changes in the teacher's behaviour rather than to the content of such a change. It would further appear that "ontask" behaviour as such is far too inclusive a category, so that praise was in fact "being offered for no one specific behaviour, but to a very wide and constantly changing selection. It was concluded that differential attention is not an appropriate means of increasing ontask behaviour in a classroom for children who are severely - moderately mentally retarded.
