EFFECTS OF TWO TEACHER‐PRESENTATION RATES ON OFF‐TASK BEHAVIOR, ANSWERING CORRECTLY, AND PARTICIPATION1

Abstract

Off‐task behavior, correct answering, and participation during beginning reading instruction were recorded for two low‐achieving first‐grade children during two different rates of teacher presentation. A slow‐rate presentation (A) was compared with a fast‐rate presentation (B) in an ABABAB design. In slow‐rate presentation, there was a delay between the children's response and introduction of the next task. In fast‐rate presentation, there was no delay. A new teacher taught during the final AB phases, which allowed for a brief replication. Both teachers were reminded on a fixed‐interval 90‐sec schedule throughout all phases of the experiment to praise the subjects, thus preventing a confounding of social praise and rate of teacher presentation. Fast‐rate presentation was accompanied by a lower per cent occurrence of off‐task behavior for both Subjects 1 and 2. For Subject 1, correct answering and participation were more frequent during all three fast‐rate phases. For Subject 2, correct answering and participation were more frequent during the fast‐rate phases after the first reversal.