提升课堂作业完成度与准确性的日常报告卡策略
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本文档探讨了"提高课堂作业完成度和准确性：每日报告卡程序的应用"的主题，发表于《心理学与学校》(Psychoiogy in the Schools)第19卷，1982年10月刊。作者Barry M. Drew来自儿童服务中心，而Joseph H. Evans、Darrel E. Bostow、Glenn Geiger和Philip W. Drash则来自佛罗里达大学。
研究背景中指出，尽管已经证实家内强化技术在减少课堂上的一些问题行为如扰乱行为方面颇具成效，但关于利用这些方法提升学生在学校内的积极表现，特别是提高作业完成度和准确性方面的研究相对较少。本论文旨在考察一种名为"每日报告卡程序"的策略，该程序特别设计用于帮助两个被描述为有困难完成课堂作业行为的学生。
实验对象是两名存在行为问题，难以按时且准确完成课后作业的小学生。通过实施每日报告卡程序，研究人员观察到了显著的即时变化，即参与者的作业完成率和准确性都有所提高。这项研究强调了家校合作在提升学生学术表现中的作用，并探讨了这种方法的有效性和可能遇到的问题。
文章的重点在于介绍每日报告卡程序的操作细节，可能包括定期评估学生的作业进度，家长根据完成情况给予正面反馈或奖励，以及如何调整程序以适应不同个体的学习需求。同时，它也反思了如何将这种策略扩展到更广泛的教育环境中，以解决普遍存在的小学生作业难题。
这篇论文提供了关于通过日常教学管理工具提升学生学习效率和责任感的重要见解，对于教育实践者和政策制定者来说，是一个有价值的参考资源，特别是对于那些关注课堂纪律和学业成绩提升的教师和家长。
Psychoiogy
In
ihe
Schools
Volume
19.
October.
1982
INCREASING ASSIGNMENT COMPLETION AND ACCURACY USING
A
DAILY REPORT CARD PROCEDURE
BARRY
M.
DREW
Children’s Services Center
JOSEPH
H.
EVANS, DARREL
E.
BOSTOW, GLENN GEIGER,
AND
PHILIP
W.
DRASH
University
of
South Florida
Home-based reinforcement techniques have been used successfully to decrease a
number of disruptive classroom behaviors. Few studies have been conducted,
however, examining the effects
of
home-based reinforcement as a tool to increase
positive school performance. This study examined the effects
of
a daily report card
procedure designed to increase the completion and accuracy of in-class assignments in
two youngsters described as having a behavioral history
of
difficulty in completing
seat work, a problem commonly encountered in elementary school classes. The use of
the procedure produced immediate significant changes in rates
of
both completion and
accuracy for the two participants
in
the study. Results and problems
of
using the
home-based reinforcement procedure are discussed.
Classroom problems such as disruptive behavior and failure to complete assigned
work traditionally have been difficult problems for teachers to control. Reinforcement
procedures such as token economies and point systems with privilege and item exchanges
have,
in
many cases, provided an answer to such problems (McLaughlin
&
Malaby,
1972a,b). There is substantial research in support of their value (McLaughlin
&
Malaby,
1974). Some drawbacks to the use of these methods, however, are the facts that such
techniques are frequently time consuming, and, therefore, not economical for the
classroom teacher.
A potential solution to this problem lies in the use of home-based reinforcement
procedures. Research into the use
of
home-based reinforcement has demonstrated the
value
of
such procedures. Surrogate “Teaching-Parents,” natural parents, and special
education teachers have been trained successfully to alter behaviors in home environment
settings and classrooms through the administration of contingency management systems
based
in
the home.
In
a study by Christopherson, Arnold, Hill, and Quilitch (1972), two sets of natural
parents were trained to administer a token economy in the home. Subjects were
5
children between the ages
of
5
and
10
from two separate families. Problem behaviors
in-
cluded refusal to help with household chores, inappropriate verbal behavior toward
parents, and bickering between children. In the first family, the children were given
points contingent on the completion of chores. Point fines were levied by parents for
behaviors such as bickering, teasing, and whining. Points could be traded by the children
to purchase licenses that permitted them basic in-home privileges, trips to drive-in
movies,
or
picnics. Data were gathered by the parents.
Results reflected a marked decrease
in
the incidence of undesirable behaviors, such
as whining and bickering, and a significant increase
in
the completion of chores. A
similar point system used
with
the children of the second family produced marked
success
in
helping increase number of chores completed.
Requests
for
reprints should be sent to Barry
M.
Drew, Dept. of Children’s Services,
P.O.
Box
271489,
Tampa,
FL
33688.
540
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