A FREE OPERANT ANALYSIS OF

PROGRAMED INSTRUCTION PERFORMANC E

WITH READING DISABLED CHILDREN

By

DENN IS LLOYD EDINGER

/\ DJSSERTATION PRESENTED TO THE GRADUATE COUNCIL OF

THE UNIVERSITY OF FLORIDA

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

DEGREE OF DOCTOR OF PHILOSOPHY

UNIVERSITY OF FLORIDA

1969

Copyright, 1969 by

Dennis L. Edinger

This dissertation is dcdicv.t.ed to

Ogden R. Lindsley

ACKN0\'1LE DGEHENTS

This dissertation is the first installment on

my debt to Professor Ogden R. Lindsley .

Carl Koenig and ,:Tolin Nicho l of the B1.:".!havior

Bank (P.O. Box 3351 , Kansas City , Kansas ) deserve enthusiastic

applause from the Florida group for their brilliant efforts

in educational science . The data in this c1.isrrnrtnt.i.on could

no t have been presented without their invaluable assistance .

My gratitude , thanks , and profound regard to

my chairman , nc. W. D. Walking, and to rrty minor c ircctor ,

Dr.. H. s . Pennypacker, for the superb direction nr.n

1.eadershipo.f 1ny infa nt ile gropings for a precise 3Cie ~;.ce of

human behavior.. If I 2.m indeed a scientist, I am of their

SE':2!<l •

Dr. Myron A. Cunningham is directly responsible

for the maj_nte.:-.ence of my doctoral progrm,1. Without his

n&vigation my Hhip of science woultl have foundere~ on

f;.he shoal::, of bureaucr.atic gcrr.yr.ia~der:tng ..

The te~chers who taught deserve a spe~ial note

of grat.i. tude. ·.rh0y are: Mrs,. Jur.e Sutton .Annis , Hrs .

Marilyn Milanich, Mrs. Connie Shea, !<Irs. Anne Storch ,

r·11='s. Gfml?.?V5.,:;ye ~·hbbcx:, Hrs. Emily Ncllborne, l"iiss J,ynnaml.e

Darnall, Miss Holly Gl ads~one , Miss Patty LaBrot, Mr •

. iv

TABLE OF CON'l'EN'.rs

ACKl'lOhTJ .• r:;ocr~r .. 1ENTS • ••••••••••••••••••••••• <# (# ••••••••• " •••

P RO!JOGUI~ • •••••••••••••••••• $ ........................... .

LIS'!' OP 'J?AJ3T,.JES ............ o •••••••••••••• ,, .... "' •••••••• , • *.

JJIST OF FIGUIIBS •••••••••••••••••••••••••••••••••••• ,,, ....

APPENDIX E 1rABULAR CODE ................. ., ....... ., ••••••••

C!-fl,P'l'E R r.

II.

I:CI.

IV.

INTRODUC'l"'!ON • ••••••• , •• • *.,, ••••••••••••••••••

Related Research •••••••••••••• ~, •••. , •..•• , Statement of Purpos~ ....................... . ~iet:hcd • .............. , ........ , • ~ ••••• ~1tct temen t of the P.r:ohJ.cm. . . . . . . "

R.8 S UL'l' S •••••• * •••• 4 •••••••••• & ••••••• • • • • • • • •

DISCUSSION •••••••• , •••••••• •• ••••••••••••••• •

S Uf:1?4ARY • • • 4 ....... t» • • • ... • • .. • • • .. • ) ,) " ,,> • {; .... ~ • , • • • •

.APPENDICES ••••••• • • • • e e • • • • • • e • ~ ~ • ~ • t ~ • • ~ 1 4 4 • ~ • \ • • • • • • •

A;_:>pendix l\ppen<li.x l\p!?endix l\ppcndix .i\ppendix

A. • • • • • • • • • • • • • • • • • 0 • • • ~ • • • • • •• 1# 41 ••

H • • • • • • • • • • • • • • • • • • • • • • • • ., • • • • • • • • • • C • ~ • • • • a • • • • + ~ + • ~ • • • t • • • • • • • ~ • • • • • • •

D.•••••••••••••••+e .. ••o•••••*••••••• r~ ............... 0 .................. 0 ......... .

BIBJ,X<)G~t\PHY •••••••••••••••••••• ~ ........................... .

vii

P,1.gn iv

vi

viii

1

?. J.:l 11 20

22

57

65

67

68 72 74 79 813

148

LIST OP 'r.i\BLF:S

TAilLE Page I A Simple Analysis of Variance for Differences

netwr.:0.n Pre-P l acement Test Scores , last Cor.\pl cted Programmed Reader Book.let Number , and Post -lj lacec ,:,ent. Test Scores. .. ....... .. . . . .... . ... .... . . 2 3

II A Li:idquist Type I AnalysiG cf Variance f or Differences Between Correct and Incorrect Progr a.·nmed Rec:\dcr Response Rates. • • • • • • • • • • • • • • • • • 2 5

III The Direction and Magnitude of Di fference s Bc:?twocn Correct c:.nd Inco:i:.·rect Programmed neader Response Rates . . ... • • • • • • • • • • • • • • • • • • • • • • • • 26

IV A Lin<lq1 .:i st 'J~ype VI Analysis of Variance fo r Differences Dctween Programmed Reader. Response Rates c1.nc1 Di&gnostic Test Response Ra ten.. .... . ... 29

V l\. i·Tilcoxon Signed Rank Test for Dif fercnce s Between I3efor.e Phase Correct Proqrammed Reade r Response Rates una During Phase Correct Progra..11med Reader Response Rates.. . . • • • • • • • • • • • • • • 32

VI A Wilcoxon Signed Rank Test for Di fference s Between BP-fore Phase Incorrect Progranmed Re~~<ler Rcsponf;e Ra i:es and During Phase Incorrect Proqranuncd Reader Response Rates ••• • ••• •• • • • • ••• • •••• • •• •• •• o 34

VII A ~ilcoxon Signed Rank Test for Difference s B0.t11.'1."?cn Before Phase Correct Programmed 'Reader Rcf;ponse Ra tefl and During Phase Correc t :i?ro0r::i.mmed Reudcr Response Rates..... . ...... .. . ... 36

VIII l\ t:tilcoxon Signed Rank Test for Differences D(~t•..;cen Before Pha~e Incorrect Programmed R:}2.dGr RG:spon~c Rater; and During Phane Incorre c t Pi:ograrn1t\f-:d Reader Re:sponse Rates • •••••••••• •• •• ~. • 37

IX A Lindquist Type VI fu:alysis of Variance for Di f.ferenccs :Cet· . .;c~e.11 B~fore Phase Diagnosti c Test Respcnse Rates c:1nd During PhuGe Diagnost ic Test Response Rates............... . . . .... ......... 40

X 'l'he Direct.ion and Magnitude of Di ffei:~nce s Between Before Phase Cor~act and Incorrac t Pro<JXfo.T.rnod Reader Responses cmd Dur. ing Phase Cor:i:ect and Incorrect P.rogr~n:-n.0.d Rc<1.der Res tJO n rJ cs • • •• o < ••••• ~ ...... ¥ ••••••••••• ~ • o • • • • • • • • • 41

viii

LIST OF TABLES (continued)

TABLE XI A 1-lilcoxon Signed Rank ·rest for Dif forences

Between Before Phase Incorrect Progrru!l.mcd Reader Response R.J.tes an<l During Phase Incorrect Programmed Reader Response Rates ••••••••••••••••••

XII A Wilcoxon Signed Rank Test for Differences Between .Before Phase Correct Programmed Reader Respcnse Ratesand During Phase Correct ProgrammGd Reader

Page

44

Response Rates.................................. ... 46

XIII A ivilcoxon Signed Rank Test for Differences netwcen During P.hase Correct Prog1:anmGd Reader Response nates and nfter Phane Correct Prcgrumme d Reader Response Rates........ • • • • • • • • • • . . • • • • • • • • • 48

XIV A Wilcoxon Signed Rank Test for Differences Between During Phase Incorrect Programmed Reader Response Rates and After Phasa Incorrect Pro~rummed Reader Response Rates. .... .......... ... 50

XV A Wilcoxon Signed Rank Test for Difference s Between During Phase Correct Programned Reade r Response Rates and After Phase Correct Programme d Reader Response Rates............................ . 53

XVI A Wilcoxon Signed Rank 'i'est for Differences Between During Phase rncorrcc t Prograr:uned Reader Response Rates and After Phase Inccrrect Programmed Reader Re~1po:1se Rates . ..... ........... ., • 54

ix

LIS'l' OF FIGURP.S

FIGURES Page I 'l\ schematic illustration of the within-subject

design, with replications, used in this study... 15

II correct an<l incoi:rect Programmed Reader rcsDonse rates . (neforc Phase ) •••••••••••••••••

III The effect of presenting a suhsequ~nt event following correct Programmed Reader responses on cor.rect Programmed Reader

28

response rate................................... 33

IV The effect of withdrawing a subsequent event following incorrect Programmed Reader. responses................................ 35

V The effects of simultaneously presenting and withdrawing Sl!bsequent events following cor::.:-ect and incorrect Programmed Reader responBes.... . . . . . . . . . . . • • • . . . • • • . • • . . . . . . . • • • • . 38

VI The effect of presenting a subsequent event following incorrect Program.med Reader responses on incorrect

VII

VIII

IX

P:r.ogrammed Reader response rate................. 45

The ef foict of terninating an arrar.gement made to correct Programmed Reader responses on subsequent correct Programmed Reader response rate . ........................................... .

The effect of terminating an arrangement made to incorrect Pro<Jrarn .. rned Reader responses on subsequent incorrect Programmed Reader response

49

rate ........... ., . 1, •••••••••••••••••••••• .» •• " • • • • 51

T;~(! ef:fcr;t: of simultaneously terminating arrangements made to correct and incorrect Proarammcd R,:;ader resnonses on correct and incorrect Program .mc~d Rec.1.der response rates •••••• 55

i\ppendix E TA!JULAR CODE

SRP-BC - Prograr.1cd Reader , Before Phase Correc t SRP-D C - Programed Reuder , During Phase Correc t SRP-A C - Progri:lmed Reader , After Phase Correct SRP-B I - Programed neadcr , Before Phase Incorre ct SRP-DI - Programed Reader 1 Dur i ng Phase In corre ct SRP-A I - Programed Reader , After Phase Incorrec t

DT-I3C - Di<1gnost.ic 'l'est , Before Phase Corre ct DT-DC - Diagnosti c Test , During Phase Corre ct DT-AC - Diagnosti c Test , After Phase Corre ct DT-BI - Diagnosti c Test , Before Phase Incorre ct D'l'-DI - Diagnostic 'l'est , During Phase Incorre ct DT-AI - Diagnostic Test , After Phase Incorre ct

xi

Chapter I

IN'l'RODUCTI ON

Education is exclus i vcly co ncerned wi. th behav ior

change for the purpose of developing and maintaining comple x

repertoires of culturally-valued human behavior . In orde r

to eva luate the effectiveness of its procedures, educat ion

r,n.1st have a reliable and sensitive method for c~escr ibing

an d rnGasur ing tile behavior changes it produces. Cm~r~n tly,

such evaluat jon is performed almost total ly by psychometry

psyche-educational tests and rating scales. Despite its

undoubt:cd importance historically, psycho!r..ct·cy has nc~-, been

shown to have se:::ious shortcomin<Js of both i"in cm1pir ical

and othical1Bture . These defic its have been ex~uined in

rJroat detail by II0f.fmc1.n (1962, 1965, 1967). Hoffnian 1 s

docu.11ented discussions include statistical misuse in the

,,.:!evelopmcnt of tests, misuse of test results, fellilcics

in t.he use of pre-t:':!sts , as we ll as the corrupting i~f:.fcct s

tests ha·,~ on l~<luca tiona l practice .

Des pi t0:: thct;e <lcf i c i ts, educators con t.:inn~ to

ur;,:! psycho-aduca. tional tests and r.a ting scales 5.n mos t

oval"..1atic:m :;:-e::::ca.cch: ar,par e ntly because they are una•:!a~e of

more acc0ptabla alternatives . Tests and rating scdle s

are used to evaluate behavior changeo in children , teachers ,

and school adf71 . .inistn:if:or:">, ar; well as to assGG::. the effects

1

of cu:i:ricul.::. and teaching methods on behavior . i-.·ith the

partial e:{.ception of achievement tests , psychometri c

procedures never directly me<1stu:e the behavior in que3t :i.cn .

Unfortunately, the trend in recent years would seern t o be

away from more simple and direct measures of behavior an d

toward procedures which rely highly on indirect Measurer::e nt

2

an d a complex chain of inferential statements mediated by

hypothetical constructs. The Illinois Test of Psychol i ng t1i st ic

Abilities is a n example of this trend .

The present dissertation seeks to utilize fre e

operant technology , in particu lar the di rect and contir,uou s

recording of pupil performance, to evaluate and ana lyze a

progra.1'1led instruction curr.·iculum mate:r.ial.. At the s~me tilr1c,

the records gathered can be used to fu~U1er understand fre e

operant technology itself. Therefore, the disncrtation wil l

describe not only hunrnn 1:::ehavior change ~is a function of.

the programed material, hut it ~ill d~scribe the effect~

of the technolo'}y on pt1~il per.f0rr.1anc~ rates . 'i'rie f incl.i .. nq s

of th.is t~1 pe of resec1rch are directly ar;;-ili.c~hl~ 1:o chilnr<.m

a.ncl m«y be ct ir:ectly related to furt!1er applicc:itlon.s .i..n

which the evnluation of educationa l procedur~s i s of concern .

Related Research

'l'he Ev~1) .. nat.ion of: Proco:amed Inr; t:ruction -···---- ... ------ ·--..;"- .,.._ ....... __ .......... ___ ,. .. _. l\ t:cvic,;·1 of t:he li t.cratux·e re l ating to the evaluati cn

of programed .i.nst:cni:-:tion revea: ,:; t:.hat: tb:!re is no ge1w.n11ly

accepted method available. 'I'hi:;re a~.:-e, ho~;ev{?r , several

met,~ods which arc used Ni th somt1 f rcqmm cy.

The first of these is the checklist.. Al thou<Jh

Newman (1965) has recommended against the devclopr,1ent ar.d

., _,

use of checklists without first lwving conducted e:x:hausti vc

research on their reliability and validity , the checklist has

nevertheless become the most popular and convenient method

of evaluating programed instruction .

nefore 1963 , checklists were comnonly created by

individual researchers for their own purposes (Fry, 1963 ;

Hughes , 1962 ) • Most of these checkl i sts t·,erc quite

heterogeneous , and rested more on considered opinion and

theoretical orientation than on empirj_cal :.:eaearch .

In 1962 , The ,Joint Com.mi ttee for r.ri ter.ia for

Assessing Instructional Programs began publishing chccklistD

for use in ~valuating programed instruction . 'l'hef~C lists

were revised yearly by the committee , on the basis of

their dernonntratcd utility in ~le applied situation. The

absence of systematic research in ev~luating checklists

produced an instrument that was , at best , crude .

Other checklists were later developed (Jacobs, 4aier ,

and Stolurow , 1966) , but .i.n the final analysis , the Jcint

CoiTIP.li t tee ' s checklist b.as b(~comc the standa 1:d in the fie le. It

has been endorsed by both the Natjonal Society for the Study of

Education (NSSE) and the Division of Audio-visual instruction (DA.VI)

of the Nation<1.l Educational l\.ssociation , the two organization s

~ost concerned with quality standards in education .

Ironically enough , the chief rival of the ,Joint

C> r.i.mi ttee • s d1ecklist is another \·:ell-:s:c.:sp.~ct ed cduc.::.tior:u.l

standard. that wa=.; not developed .specific,'.\lly for eva J.uat ing

instruction. Bloom• s Taxonomy of F.dnca tionctl Ohjccti ves - - .. ------· . ----(1956) has been repeatedly invoked as the evaluative

/ standard form a "cognitivcn point of view. 'l'he chief

spokesman for this type of evaluation i.s Louise Tyler

(1966). Not satisfied with theory only, she has reported

some data on its use by teachers already frn1iliar with the

taxonomy. Newman (1965) has u::;ed it to evaluate programed

instruction in the Social Studies.

The second method of evaluation that can be

distinguished might more properly be called the comparison

procedure. It generally takes the fom of comparing

programed instruction with traditional teaching methods ,

or programed texts with standard texts.

Schramm (1964) indicates that much cf the

evaluative research done in progrruned instruction is of

4

this nature. An examination of Educational Abstract s

confirms this statement for the subsequent years. ·rhe

difficulty, however, is that comparison, as a researc h

method , reveals little or nothing about the pro9ramed

instructional material~.::!!:.• Nevertheless, the Joint

Commit tee recom!!l.ends comparison as a method for the external

validation of programed material , and it may be an acceptab.le

procedure for this task.

Another difficulty with comparison studies lies

in the nature of the research dcoign employe d. It is almost

irnpossible, ir:. this type of l·cscarch, to contro l for

individual differences in children and in teachers, an d

its even mor~ di ff icul t to control for. dif:f.et·enccs ln content .

5

'l'he majority of research of the comparative typ~ , as Schramm

notes, is so poorly done that little faith can be placed

in the validity of the results . There arc fortunate exceptions ,

particularly with regard to exceptional child populations.

Blackman and Copobianco (1965 ) , for example , report on

the use of a specif ic programed material with retarded

children . Likewise , Rainey and Kelly {19G.l) report.

the use of a time-·telling program with educable retarda tcs ,

and Streng (1964 ) reports evaluating a program with deaf

opulations . This research is child-oriented and involves

the determination of the utility of a specific program for

developing a defined behavior in a given exceptional chil d

population . The utility of this type of research for the?

practici11g clussroom teacher should not be under-estimated.

Closely rel~ted to the programed instruction with

"other" comparison, is the programed instruction with

achievement test comparison. Normally , the test used is

one of the standard ~chievemcnt tests such as the Wide Range

Achievement 'l'est or the Metropolitan Achievement Test . In

this case , the research questions are directed to differenc e

scores on the specific test before and after the administration

of the programed instruction material . The discontinuous

(before and after ) nature of this procedure is a seriou s

shortcoming because it does not. allow ,'l point to poin t

analysis of the relationship between the program and the

child ' s behavior . This method, like the progrMicd instruction

with "other" comparison, is recorr ,mended by the Joint

Committee for the ex.tcrn~1l valldation of the material .

6

The careful reader of research is quick to not e

that the dependent variable in these studie.s is not prograr:1.ed

instruction performance, but achievement test performance .

Programed instruction pcrfor.mance is then inferred f r om

the test performanc e.

In his text on evaluating programed .instru c tio n

Jacobs , ct a l . , (1966 ) , mentions the Denver Stud y as the c lass ic

mode l for eval uation . This study , reported int~~ by Jacob s,

util i zed both the progr<:!med instruction with :'other" corn9ar.iso n

and the programed instruction with achievement test type s

of evaluation . The qucnt:i.ons asked in th i s s tt.::dy wer e :

1) Do ,::lasses taught by the prog't"am on ly, by a teacher only, and by a combinat ion of a teacher plus the progrrun differ in the outcomes of levels of achievemen t, attitudes toward pro<;ramed instruct ion and interest in Spanish ?

2 ) How are the input characteristics o f ini t i a l achievement, academic aptitude , and att i tud e towards Spanish related to the outcome s of achievement in interest in Spanish in . each instructional group ? For example , do the brighter classes learn more than t ha slower ones i n each group ?

3) Are teacher's att:li:udes towards Spanis h and various teaching methods relate d to the i nstructional methods used in the stad y?

A careful cx2mination of thc~se quest i ons re v ~a ls

that in no case is programed .instruction pE=!!'formance the

dependent variable. This study , the apparent c l ass ic in

the ewal ua tion of pro91.·an :ed instruction , is in fac t not

an evall!ation of the int".!rnt1l ;,1spccts of prog1. ·~.ms. Bec aus e

it is an ~valuat i on about programed inGtruct i on as it

relates to various dependent var:i..ables ~mch as ach i evemen t

7

test and attitude scale scores, no direct statement may

be made regarding the behavior change on the program itself.

Also mentioned in the evaluation literature ,

but clearly not research , is a caution to the progra.i.l

user to check the credentials of the program author c.nd

the publisher. The Joint Committee advises all publishers

to include with each program sold, comple tc develop!<1<:.mtill

and utilization testing data. The advisement , in practice ,

is little heeded .

In summary, there arc four main methods of evaluating

prograned instruction material . These are :

1) the checklist ,

3) programed instruction with 11other 11 co.:nparison ,

4 ) programed instruction with achiG:,:0.:-i~cnt tes t e•,al ua tion .

J.t is cleur from this review- that prognm. ,~d

instruction performance is typically not the dependent

varic1hle in the evaluation of programed instruction

mater i;.i.ls .

Fz:~ Op~ant !l~~ea.EE.h in Education ·.r

L1 ~he hist.ory of ph'ychology , th~ lU-:c of free

operant techP.iques in the analysis of human behavior .Ls

relatively r2c~nt. It was only in 1949 that Fuller denonstrated

experiffiental control over a vegetative ~ental rGtardatc.

Skinner•s text , using knowledge acquired in tha study of

free operant behavio~ of animals to describe human Lehavior ,

appec:u:ed i 11 19 5 3. In it~ an empir icc:i.l framework for the

8

experimental analysis of human behavior was presented . Sound

experimental data were not forthcoming until Lindsley's classic

study with chronic psychotics (1956 ). Ski11ncr {1958), reporting

on his research with programed instruction technology , an

extension of free operant techniques with animals , excited

much interest in the educational community. Bijou (1957, 1958)

developed observation techniques for young Ghildren patterned

closely after those used by Lindsley.

The marriage between the educator and free opera11t methods

wa~; not long in coming. Birnbrauer, Bijou, Wolf , and Kidder

(1965) demonstrated the application of free operant tcchnlque3

in a classroom s.i. tu.=ttion using pro~rramed instruction as a

cun:icular core. Zim.iuermr'in and Zimmerman ( 1962) also applied

free operant techniques in a classroom with much less structure

than Birnbrauer's classroom .

Ayllon <lnd Azrin {1964) demonstrated the functiona l

utility of token economies in shaping the behavior of patients in

a mental hospital. Girardeau and Spradlin (1964) used the

same type of token control with retardates at the Parsons

State Home and Training School .

At that time, however, there was no systematic or

standard method in human free oper2.nt research. Although a

precise language was available for the description of ani~a l

behavior (Ferster and Skinner, 1957), its application to the

human situation was confusing and left much to be desired.

Research reportH were prcs0nted in the literature with metho d

and discussion sections so radical ly non-standar<l that scientific

replication (Sid maa , 19 64) was ~,iri:ually impossible.

9

o. R. Lindsley (1964) put forth a numerical­

temporal descriptive language. Its purpose was to precisely

describe behavior and those events related to behavior,

either in munber or in time. This was fol lo-:·:ed by a

major strategy state~ent indicating that hehavior change

must be produced by teachern and parents in order to meet

the existent need (Lindsley, 1968). Lindsley (1966)

has coined the term precision teaching to describe the u~e

of free operant methods by teachers . The details of

precision teaching and the descriptive language are available

elsewhere (Kcenig, 1967; Cale.well, 1967; fraughton, 1967)

and will not be treated at length here.

Although rate was the at;cepted datum ur.it for

animal free operant research , researchers using human

subjects felt little obligation to follow suit. Instead,

many relied on the more standard educational datum units

of absolute number and percent. In a study of the

sensitivity of the various datum units to behavior change,

Holzschuh and Dobbs (1966) demonstrated that rate was

consistently mere sensitive than other units examine<l.

Subsequent research (Caldwell, 1966; Johnson, 1967b) has

suppcrted this finding.

Free operant techniques in general, and precision

teaching in particular, have found wide acceptance in special

education (Haring and Schiefelbusch, 1967). Operant techniques

have been used almost exclusively with single organisms.

Because specia! educators have long been tailoring curricular

programs for individual children, the techniques scerned

10

ideally suited for that area of education concerned primarily

with individual differences .

Koenig (1967} used precision teaching in a

cl;:i.ssroorn setting with emotionully disturbed children to

examine a wide ran~re of academic and disruptive behaviors .

Haughton (1966) demonstrated the functional utility of

direct and continuous recording of behavior compared with

an examination of achievement tests in predictin<J pupil

performance. ;Johnson (19G7c) demonstrated dramatically

that achievement tests and pupil pcrforr:1ancc on sim ilar

material generated different performance rates when bot h

pupil performance and achievement test performance were

directly recorded. Johnson (1967a) found that teacher­

planned rates {'~umber of problems assigned by th~ teacher

divided by the nmnber of minutes allotted by the teacher

for their solution} were , in par t, determiners of sub~equent

pupil performance rate .

Johnson (1969) is currently engaged in the use

of precision teaching to evaluate the Science Resear ch

Associates arithmetic series . This study , as yet unpublishe d,

js the only reference known to this writer on the evaluation

o.E any cu.r."Cicultun. through the use of free operant techniques.

In summary , free operant techniques originally

used e.;,:clus5.vely in the study of anima l behavior , have .• in

)~eccnt yeai:s,. seen wide application to human performance .

When used i~ classroom settings, the techniques may be

collectively raferred to as precision teaching (Lindsley,

1966). Although precision teaching has been upplied to

11

a broad range of educational problems, only in one case

has it been used in the analysis of curricular material.

Statement of Purpose

The purpose of this dissertation is to assess

the usefulness of free operant technology {precision

teaching } in the analysis of proc_p.·c>....1-ued curricular rn.«teriu.l!::.

Metho d

Subjects

Fif ty-r.ine children , thirty~·sevcn boys and

t,·1enty-two gi.t'ls fr.om two Alachua County , Florida, element;:iry

schools , Stephen 1.\,ster. I::lcl".",cntary and Duvnl F.:lementary ,

participated . Thi:; <.:hi.ldren were placed in grades three

th:rough six and wer<~ ref(~rrcd to the writer by their rcgul~r

teachers. The sole referral criterion was that tha child

be t:,va or. more yEim:s bE:h.i.ad in his 1:eading performance .

Child:cen we:ce not cxcluc:h,~d because of low IQ test scorGs.

BJ.even teachers participat,~d in this si.:.udy . ..?\11

at thn University of Florida. N.i.ne were :"-!aste.ts c~n<l.i.<l-.1tes,

one <I.fl Ed.D. ca1H1ic1ate , ar.d on(~~ Ph . D. can<l.idate • .1"-\ll

teachers received some form of graduato credit for their

participation in the study .

Teaching s.U . .:uation -----------...-.. ---'£he child.:-c:n in the :,'l:udy left their r<!gul~r

cLlss1::'..5 ;,t a pre<l0t'?:'rmint"?d tim<:~ to meet in a sroup with tiw

12

. 1 ' specJ.a teacner . ·rhe teaching si tuationn varied from teache r

to teacher , but in general cun be described as poor . Lac k

of space necessitated some classes meeting in cafeter i as ,

gyms , hnlls , and the like . rn all cases , however , the s choo l

administrato~s :i.n each school made every effort t o innur e

the best teaching situation available in the specif ic

circumstances .,

Curricular~bteria l

The Sullivan Reading Program ( 1964 } was selecte d ~--~~----~-------for use in this stu<ly. Consultation , initially , wit h

educational specialiots and, later , with teachers usin g the

program , indicated that it enjoyed wide acceptance and was

considered educationally soun d.

In its entirety , the ~~livan ncading;_~1E._~

is not all programed instruction. Also included ar e

storybooks , filmstrips, and end-of-book tests. These

mate.rials are not programed. They were not used in th i s •

stud y.

The programed instruction porti o n of the Sulliva n

~ing P~~ is presented in three series. Series I

includes Pl'.."og:rammcd Reading Booklets 1- 7 (Grade 1}, Ser i e$

I1 inGludes ?rogramt11ed Reading Booklets 8-1, i (Grade 2} ,

and Series II! includes Program.'1led Reading nooklets 15- 21

(Grade 3) . A sample of the pr.ogr,Jm from S(~ries :t i s

prC:::;en ted iri. Appendix A.

Follow.ing approximately each fifty f.r:am~s , a

Diagnostic Test is scheduled. The Diagnostic Tast , un li ke

13

the progrc:uned text p:r.oper , has no answm:s in the answ0.r

column . The purpose of the Diagnostic Test is to give the

teacher a check on the progress of the student by presenting

a sample of the content presented in the preceding fifty

frames. A s.:i!nplB Diagno!3tic Test is presented in Appendix n.

To determine the i ndividua l child's proper

starting point in the Programmed Reader , a Placement Tes t

is provided with the Sullivan Reading Program . Ti~~

Placement Test i s similar to the Diagnostic Test in that

i t has no answers . Each two pages in the Placement 'l'c:3t

summarize the content in one Programmed Reade1·. 'l'ht-.) ch.iJ. d

begins in the booklet indicated by his first error in the

Placem~nt Tes t. A sample Pln.cement Test is presented i n

Appendix c.

Experimental Design

The purpose of this study was to assess the

usefulness of free operant technology , precision teaching ,

in the analysis of programed instruction material , specifi c all y

the material in the Prcgr,u,1.med Reader of the Sullivan

~~in~_E!~5L1:.:~· The experimental design had to meet two

reqtti:rements :

1) it had to use the Programmed Reader exact l y

as indicated in the 'l'eacher * s Guide , and

2) it had to apply free ope~ant rnethcds to the

recnrding and nodi.f.ication of Progrill'i\f!\Gd

Reader Performance .

The within-subject desi1n , using each child as his own

contro l, socmi?d an ideal choice . Following S.idnc1.n'::; (.1964 }

sr.ggestion, t:he expc~riment was conducted L\ phases (the

Defore Phase, the During Ph ase and the Af l:<~r Phv.se) with

rt~plications across children and teachers. This particular

design also allowed subsequent bet~veen··subject para met ric

analysis of many of the questions. This is schematicall y

ill11strated in FIGURF. I.

In the first phase , the nefore Phase , the

Placement Test was administered and each child began in

the Progranuned Reader Booklet indicated by his Placemen t

Test score . '.Phis phase lasted approximately eleven day's

J.4

and established the baaelines needed to evaluate the effects

of the curriculum and the teaching procedure. In the secon d

phase, the During Phase, all experimental ~an ipulations

of independent v a 1:iables i:ook place. This phase lasted

approximately eleven days. The last phase , Ll1e Aftur

i?ha.se, was a replication of the Bf'.?fore Phase with no

experimental manipulations in ef fee 1:, and with thG P:i.acernent

'l'est bo:i.ng readministered at the conclusion of nppro:<imatel y

eleven days .

Bxperiment<l.l <.h~s:i.gn applied in the classroom ------ ..... -.... ~,...,---......-.---------- ... ·--'l'he teacher in the classroom irtt~nding to use

must first c:ctfn:mine in which Progra7:llncd Rcnde;l;, (Booklet

1-15) each ~hild is ~o begin. The Placement Test is provide d

for this purpose.. If perfor.r.1an.cc on th~ Pla~ement Test is

not equi valcnt to perfo1:.1uGtnce in the P:r.ogramnv~d Rcv.der ,

tht~n the Plac~ment '.J.'est is not perf<).L"T-lj.ng its st,:1t8d function

with r,~spect to placing the p1.!pil in hit: co:CJ:(:lCt j),,::.gi~1ning book let.

FIGURE I

A schematic illustration of the within-subject design, with replications, used in this study.

Befcre Phase During Phase After Phase

Class A Child Al Child Al Child Al A2 A2 A2 A3 A3 A3 . . • .

Class B Child Bl Child Bl Child Bl B2 B2 B2 B3 B3 B3 . . . . • • . . .

Etc.

:,-.,

""

·rhe careful t e acher will want to know if, indeed ,

t he Pl ace ment Test scor e does approximate the level of

perfor manceof the bookl e t indicated. To investigate this

question , the Placement Test was r e ad.ministered on the

16

last <lay of the After Phase . If the Placem ent Test was

correctly indicating Programmed Reader performance level, the

final administration of the test should have indicated the

book in which the child was last performing .

Skinner points out ( 1954, 1958) that one of the

central goals of progr amed instruction is to maximize

correct responding and minimize incorrect re s pondin g.

This is aGcomplished by carefully constructing each programed

frame (antecedent event) in the program . The teacher uning

the §ullivan Rea<:}_i_ng Program naturally wishes to know whether

the Progr tunmed Reader does , in fact , differentiate correct

responding from incorr e ct responding .

To ex amine this question , correct clnd in.correct

response rates on the Programmed Reader in the Before

Phase were analyzed. If the Progr ammed Read e r differentiated

correct from incorrect responses , then a difference shoul d

exist between the two response rates .

'J.'h~ most recent li torat.tu:e in programed instructio n

(NSSE, 1967) concerning the development of programs suggest s

"in-progru.m 11 checks with frames similar to t hose in the

regular program , but without the co.rrcci: solutions available .

'l'he Progr <'.lmmed Read e r of the Sulliv an Re adi ng Program has ... --- ... - ----... - ·-- ·11'1-- · . incorporat ed this principle in t he Diag nostic Test. The

Diag nostic 'r o s t, according to the •reach er's Guice to ·----- ,- ..... ----·-·

17

Programmed Reading (1964 ), i s no t to be graded , but instead

to be used as a guide to check on the quality of the students '

work .

The co.reful teacher wil l want to know if perforr.1ance

on the Diagnostic Test is equivalent to performance on the

Prog:canuned Reader before she alters her supporting cttrriculu.'il

on the basis of this quality chec k.

To evaluate this problem , correct and incorrect

performance rates , on both the Diagnostic Test and the

ProgrammP.d Reader , collected in tiw De fore Phase were

analyzed . If the Diagnostic Test and the Progran~~ed Reader

are equiva l ent , there should be no difference between the

per forri\er ,ce rates on the two progr.am o.

The teacher who has taught with the Pro(:Jrammcd

Readers for a period of time is able to assess the perfornwncc

of her students . By examining each child ' s rate correct

and rate incorrect as plotted on his six .. cycle semi-log graph

and recorded on his data sheets {Appendix D), she can

decide on the best tactic to ~aximize his performance

accura cy. That i s , the teacher can plan how to increase

the diffArence between correct response rate and incorrect

responi::;e rate . One of the most common t<J.ctics to this en d

i s the arrangement , the p~encntation orwithdrawal, of a

subsequent event: followi:r. .g ecJch res!.)<):1se or series of

responses m2-dc in the curricular. materiu. l. This arrangement

can be r1a(~e H:L th Uie intent of c1cc.,-:leratin.9 correct response

rate by presenting the subsequent event; or decelerating

incor.:.-ect response rate by withdrawing the sub!Jequont event,

or. both .

18

The te acher who makes such c:m ar r ang ement for e a ch

child will want to kno w precisely what eff e ct it has on

the child's behavior. In addition, she will want to know

what effect the arrange ment procedure, itself, has on the

performance of her cla s s as a whole.

To investigat e this problem, the data gathered

in the Defore Phase, where no experimental conditions were

in effect, and in the During Phase, where arrangements

were in effect, were co mpared. If the subsequlrnt event

arranged to follow the Progr ammed Reader correct and/or

incorrect response produced an effect on response rate,

this wouldl:::e seen as a difference between response rates

in the Before Phase and response rates in the During Phase.

The classroo m teacher is only too aware that often

pupils are not motivat e d to perform on test item~. It

might interest her to kn ow whether, on the Progranuned

Reader, a subsequent e ve nt presented to the child following

each er.roJ~les::; Dia gnos t ic Test will alter performanr;e rate

on the Diagnostic •rest. To investigate this problem,

correct and incorrect pe rfo:r.mance rates on the Diagnostic

Test in the Before r-!'lase ar.d in the During Phase were

analyzed. If the subs e quent event follm·dng each crrorless

Diagnostic Test produc e d nn effect on correct and/or

incorrect response rate, this would be seen as a difference

between response rates in the Before Phase and response

rates in the During Phas e.

The i nquisiti ve teacher, when shG p:i:'Bsents a

subsequent. event follo wing only the correct Programm.Gd

Reader response will want to know whether the correct

response rate accelerates or not, and exactly what happens

to incorrect response rate in this condition. In order to

answer this question, incorrect response rates on the

Programmed Reader in the Before Phase and in the During

Phase were compared . If the subsequent event presente d

following the correct Programmed Reader response hac1 any

effect on incorrect Programmed Reader response rate, this

would he seen as a difference between incorr ect response

rates in the Before Phase and incorrect response rates in

the During Phase.

Similarly, the teacher will want to know what

the etfect on correct response rate is when she •,dthdraws

a subsequent evGnt follm·1ing the .incorrect Progranuned

Reader response. 'l'he same procedure was rcpea·;:ed for the

correct response rates in the Before Phase and in the

Durlng Phase for t!"lis comparison. If the subsequent

event withdrawn following an incorrt?ct Programmed Reader

response had any effect on correct Programmed Reade r

response :ca.te , this would be seen as a difference between

correct response rates in the Before Phase and correct

response rates in the During Phase.

Since the purpose of arranging a subsequent

event is to produce a lasting change in the magnitude of

19

the differeP-ce between correct and incorrect response rates

maintained by the natural consequences of auperior achievement,

the careful teacher will want to know pn'!cisely what the

effect of the removal of an accelerating or decelerating

20

CO!li:;cquence has on subsequent performance. 'fhe problem

was investigated by comparing correct and incorrect Programmed

Reader response rates in the During nnd After Phases . If

the removal of a consequating condition following Programmed

Reader perfo11nance produced a subsequent change in Programme d

Reader response rate, that change would be observed in a

difference between performance :::ate in the During Phase and

performance rate in the After Phase .

Statement of the Problem

The analyses indicated above may be condensed and

summarized in the following eight questions :

1) Is the Placement Test score equivalent to

indicated-Programmed Reader book number ?

2) Is correct Programmed Reuder ~esponsc rate

dlf fcrent from incorrect Programmed Reader.

response rate?

3) Is performance rate on the Diagnostic '.rest

equivalent to performance rate on the

P.;:ogrammed Reader ?

4) ~vhat is the effec t of the ar.rcl.r.gemc nt of

a subse::quent event follm·ling the Programmed

Reader r.esponse on Programmed Reader re~ponsc

rate?

5) What is the effect of a subsequent event

follo·v'iing each er1:or.less Diag11ost.i.c:: Test on

Di.agnost.i.i:: Test p(?rformancc rate?

6) What is the effect of the arrange~ent of a

!;ubscquen~: event following each Programmed Rt:rn.der

21

correct response on Programmed Reader incorrect

response rate ?

7) What is the effect of the arrangement of a

subsequent event following a Programmed

Reader incorrect response on Programmed

Reader cor1·1~ct rcspor.se rate?

8) What is the effect of the removal of the

accelerating and decelerating consequences

following the P.rogranuned Reader response o n

Progrrunrned Reader performance rate ?

Chapter II

RESULTS

Placement Test Acc..!;lracy

The Sullivan Readin~"RE29ram is org3nized so that

a child may begin at any perfo:r.mance level from grades 1

through 4. The Programmed Reader booklet in which he

beginG is determined by his performance on the Placement

Test. The child bogins in the booklet it!dicated by th~

location of his first error in the Placement Test .

To d2termine the accu:cacy of the Placement 'l'est ,

the score:; on pre-Placement Tests administered in the

Before Phase , the scores on post-Place..ment Tests administered

at ~1e conclusion of the After Phase, and the booklet

numbers of the last Programmed Readers completed in the

After Phase, were compared by means of a simple analysis

of variance . The results, p.resented in TABLE I, suggest

that a reliable difference existed among the three measures .

A .!. test bctv;cen the last Progra nu:1ed Reu.dcr booklet

co~pleted and the post-Placement Test yielded a! of 12.66 ,

p .01 . Strong support is lent to the conclusion. tha t

the 1')12.cement Test ,1as not a reliable estimate of Progra..unecl

Reader perforr:1ance .

2 2

T.l\J3LE I

A sb,ple Analysis of Variance for Differences Bcb-,o~ n Pre-Plac eme nt Test Scores , last Conp lcted Pro gra'l med

Reader Booklet t~umbe r , and Post-Placement Test Scores

23

----.~--·----------·------~ ·---------- · Source of Variatio n

Bet•.-mcn Groups

t·Ji thin Group s

Tota l

*P < . or-·--

d f

2

5 6

5 8

Variance Est:;.mate

278.43

6. 27

15 .. 55

·---tt---·-4S.2*

·---·---·------ --- ----,·----·

24

•r·he Difference Between Correct and Incorrect Program 1;1e<l Reader Performanc e Rates

In setting up guidelines for writing programs ,

Skinner (1954) pointed out that the well-constructed

program should maximize correct responding while permitting

a minimum number of error responsen . The question of this

difference was examined ln the Programmed Reader by treating

the correct and incorrect Programmed Reader responsa rates

collected in the Before Phase with the Lindquist Type I

Analysis of Variance (Lindquist, 1953 }. TABLE II indicates

that correct and incorrect response rates on the Programmed

Reader were well differentiated . TABLE III and FIGURE II

display the direction and m2.gnitude of this difference for

the entire population and for one typicul child, respecti V(~ly .

The Difference Betw..o;:;1n Proqr anm1ed Reader Performance Rates and D1agnostic ",fest" ?e r. f or ~a nce ~ ___ __ _, =-- - -

In the Progra mmed Reader booklets, a Diagnostic Te~t is

scheduled approximately each 50 fralt'.as.. The Diagnostic

Test is intended to be a quick check on the accu:cacy of

pupil performnnce. If l:his check is to be meaningful ,

the correct and incorrect Diagnostic Test performance rates

must be approximately equal to the correct and .incorrect

performance on the I'rogra.1mted Reader i tself .

The extent of the difference waG analyzed with

the Lindquist Typ0 VI i".naJysis of VarL:mce . This analysis ,

presented in TABLE IV, considered class units , in additi o n

to both coi:rect n.nd incorrect renponsP- rates on the Diagnostic

Test .:..nd the Programm ed Reader. It is clear that a rcliabl~

TABLE II

A Lindquist Type I Analysis of variance for Differences Between Correct and Incorrect Progra~med Reader Response Rates

Source of Varia:.ce Variation df Estimate F

Children (b) 58 S.91 Classes (A) 10 17.62 5.07* Error {b) 48 ' 3. 47

- · Children (w} 57 15.30 Cor;::ect-Incorrect (B) 1 827.27 582.SS* Ax B 10 1.00 .70 Error (w) 46 1.42

Totn.l 115 10.83 correction factor= 1044.67

~ p <.. Ol -

N (J'l

26

TABLE III

The Direction and Magnitude of Differences Between Corr~ct and Incorrect Programmed Reader Response Rates

Direction of Magnitude of Chil d Change Chang e

Allen + 3.20 Bal lard + 12.60 Carver + 6.35 Hathwa y + 5.1 5 Williams + 9.70 Langsto n + 6 .. 35 Hine s + 3.50 \·Jill for d + 2.90 Young + 5.45 Godbo lt + 2.40 Nattie l + 3.70 For d + 2~70 Brown , M. + 13.75 Wrigh t + 6.95 ,Tones + 6.95 Jeffcoat + 4.50 Fogart y + 6.85 Howell + 14.83 J acks on -1- 7 .. 20 Wimms + 5.75 Thomas + 4.85 Klickl y + 4.55 Lesene + 4.50 Webb + 4.40 Morris, P. + 4.06 Horris , B. + 9.67 Johnso n + 4.35 Hardw ic + 4.15 Cray + 5971 Hayes + 7.29 Camps + 6.02 l<ell y + 5.90 Raile y + 1.90 Spcrr ing ... 7.15 Taylor + 3.50 Bruce + 4.65 Hague + 9.10 Howell , D. + 4.90 Beals + 4.80 Bishop + 3.70 Somese + 3.80 Lee + 3.40

Child

Pattison Ross Brown James Stewart Walker Berry Haile Alexander Burke nrown, K. Davis Smith , J. Bass Poga.rty Hm·1ard Shaupc

Tl\.DLE III Cont inued

Direction of Changa

+ +

+ + + + + + + + + + + + + +

27

Mngnitu <le of Change

4.70 5.90 4.13 5.68 4.68 5.93 4.62 2.20 2.55 2.30 4.05 2.20 2.os 2.95 2.90 5.90 3.48

).t

CJ

'd Ctl

<1)

~-<!) ro U

l <

I) Ii$

f:: .r. ~ p~

~

(I) O

'~

H

0 0

)..It~

H

~

(!) l'.!l

~ .µ-0

p (I)

0 )..( ..

H

>~

rn µ.i

0 (I)

0 .µ

f:: C

tl ·~

~

'd (!)

s:: (/} r.:, s::

0 -iJ

0-4 0

Ul

(J) (!)

~

l-i ~

0 (..)

28 I ,. 7. ':!

.. ~

H

V

l•I 0

t,:,:,.

u .... ~ ,~

=I · r-. (I, I ~

•(

TABLE IV

A Lindquist Type VI Analysis of Variance for Differences Between Programmed Reader Response Rates and Diagnostic Test

Response Rates

source of Variance Variation df Estimate F

Cn:ldren ( b) 5-8-Classes (A) 10 19.58 4.91** Error (b) 48 3.98

Within - f77 12.j§ Correct-Incorrect {B) 1 1546.23 376.55** Prograr,r.ned Reader-Diagnostic Test (C) l 15.58 10.56** BX C 1 8.15 4.50** AX B 10 21.54 5. 24 * Ax C 10 2.65 1.80 A:x:B:x:C 10 2.56 1.41

firo::: (w) l44 2. tl 6 Error l 48 4.10 Error 2 48 1.47 Error 3 48 1.80

'"l'otal ~"35 nr:.-97 correction factor=

--r p <. • ** p < .01

"' \,.::)

30

difference did exist betwe~n per.f.ormance rates on the

Diagnostic Test and on the ProcJra rr.mcd Reader , with the latter

having the higher rates. In addition, differences were

observed between correct and incorrect rBsponsc rat~s

{a result consistant with 'l'J\BLE II ) and in performance

rates among class units.

A graphic display of the means in the interaction

terms revealed that : l ) the Bx C interact.ion could be

attributed to the differences observed between the mea n

incorrect response rate on the Diagnostic Test and the mean

incorrect response rn.te on the Prcgraimned Reader, and 2 )

the A x I3 inte:r.nction could be attributed to a rooling of

four distinct class units on correct response rates for

both the Diagnostic Test ancl Progranuned Reader .

The Effects of A-cranging c:1 Subsequent Event Pollowing ~E°~~le<i~RC:~. 9.It.~ onscs· - -- . ---

The precision teacher who wishes to change the

rate of correct and/or incorrect responding often achieves

this end by arranging a subsequent event (e.g. , penny ,

star, M&M, etc.) to follow the desired response . This

procedure of. presenting or withdrawing subsequent event s

may be used to either accelerate or decelerate the response

rate. The first possible procedure , presenting a subsequGnt

event following correct Programmed Reader responses , whi l e

ignoring incorrect Progranuned n.ead8r responses , was

m,:ar.lincd by treating the correct Programmed Reader response

rates collected in the Before an<l During Phases of the experiment

with the Wilcoxon Signed Rank 'l'cst (Wilcoxon and Hilcox , 1964 ).

31

The result, presented in TABLE V, suggests that a reliable

difference was present bctwe~n the performance rates in the

two phases. An examination of column 11d 11 shows that mont

of the response rates were accelerated in the During Phase.

It should be noted that the magnitude of each of the seven

accelerations was far greater than the magnitude of each

of the two decelerations. A graph of this acceleration is

presented in FIGURE III.

The second possible procedure, withdrawing a

subsequent event after incorrect P.~ogr:1:nmed Reader resp·onses,

i·1hile ignoring correct Progrrunme<l Reader responsen, was ~\lso

treated with the Wilcoxon Signed Rank Test. ThA result as

presented in TABLE VI, indicates a reli~bl~ <lif.ferencc

between the performance rates in the two phases. An

examination of column "d 11 shows that the response rates

here w~~re decelerated in the During Phase. Once again,

thG rn.:tgnitude of the changes was largest in the expected

direction of the change, decelcratic~ in this case. A

graph of this deceleration is presented in FIGURE IV .

The third possible procedure, the combination of

the first two arrangements , was also treated with the

Wilcoxon statistic. Tl\BLF.S VII and VI!I present the

results of the analyses. It should he noted the results of

this combination of arrangements arG strikingly similar to

each of the arrangements alone for their respective

responses . FIGURE V displays this sir.ml taneous acceleration

and deceleration .

TABLE V

A Wilcoxon Signed Rank '::.'est for Differences Between Before Phase Correct Programi~ed Reader Response Rates and

During Phase Correct Program.~ed Reader Response Rates

.BGfore During Rank of Rank of D Child Phase Phase d D with Less

Frequent Sign

- -· Bro,in 4.00 6.83 +2.83 4 Stewart 4 . 91 7 . 97 +3 . 06 6 Jc1rr.es 5 . 54 7 . 16 +1.62 3 Walker 5.67 8 ,.92 +3.25 7 Berry 4 . 98 7.82 +2.84 5 C.:1;i1ps € . 34 10.56 +4 . 22 9 Hayes 7.99 11 .. 93 +3 . 94 8 Pattison 4.54 4.45 - . 09 1 1 Bi shop 3. 92 3. 54 - • 38 2 2

T == 3*

p < . 0 2

v.> N

•w ,_ => -.. .c :.: w ;l..

I/', ;-· z w -'5 > 0 ~

FIGURE III

Tho effect o f presen ting a subsequent event following correct Programmed Reader responses on correct

Progra-nmed Reader response ratG.

-A• r"O • D '//E--,,C: ;::;::;:, .... ,.., •n•••« N. ""' .. ~,, ,\-. · i:.n..., \..(;:)/' <;•<1.• .. ••• ••·• o• •••,

'o'o

. '\.Y / / / 'l.~~'" /;~'" ~·'" A•'~ i>R(;;i:C': 1'0.

4 8 !2 16 '20 ...... ! ...... : ......... 1-........ .... . .. :----:--:.-~~- --- . ..•... ~ · - -· .. ·- -··. --- .

I~ ~i~f:~'l::i~41;{\;r-cts~1:•:~: j ~:.:r;;:siE7r·iI~~~". i:::·,:·:i'''~F·~~~~

.! .....

.C5

. ·1 .• ;.;;!a:·;. I; ,·;1. ,.. • ;, i ·i ,. ; . ... "I .. J ·,· ,·· I 1-.f•~t~ t~t•,s1~1t,·· ' ·t;., ,·l ! •,1,•:I I::; .• ,.,, ·•, . •!, I' +I ,. , :!H-'. I ~: •, ,··~.-~, ~ , ! . I .00 1 · · •.· .... · · · · · · · .... ;...;.· .. · ,··· · · • · · · ... · .

O . :•l !"'1'1:·~~!""'i:-r.~m~:-:+-t-~!~~.;.,._~,i~t: ·~·~~~r~·•--:-+it-. -:~~-~":'1tt.,-, t- -~· ..... ~ .. --~- ·-·~·-· · ·t· ' . .

0 10 20 30 40 50 6() 70 80 90 !CO :lO . l'.20 180 !-40

!,j

2 n ,.. ;j

?r.r,~'.•'T\QCke-:­

il<A,l<t.l

5~1!;'1

AOYIStl<

s:-.e.1 SUCCESSIVE CA!.WDAR DAYS

MAhAC(R

w(,~~er-i>/lOTi:Ci: .i.ci

-1..2:-"""~~

?.~. Cor. -;:,Jwi.bt

w w

34

TAi.'1LE VI

A Wilcoxen Signed Rank Test for Differences Between Before Ph ase Incorrect Programmed Reader Response Rates

and During Phase Incorrect Progr ammed Reader Response Rate s

Defore During Rankof-Ran°k o f D Child Phase Phase d D with Less

Freg_uent C" • ,.~1.gn

Hil lford .75 .40 -.3 5 16 Bal lard • 39 .os - .34 15 Williams . 24 .08 -.1 6 10 Brown .29 .24 ~·. 05 4 Howell . 23 .46 + .23 1 3 13 Kel ly .54 .03 -.51 17 Davi s .10 .12 +.02 1.5 1.5 Brown .08 .02 .•• 06 s.s Bur ke .22 .07 -.1 5 9 Alexander .09 .15 +.0 6 5.5 5.5 Haile .36 .14 - .22 11.5 Morr is, B. .42 .10 -~32 14 Morr is, P. 1.06 .2 0 - .86 18 Jackso n 21 .13 - .08 7 Klickl y .25 .24 - .01 l Lcsenc .42 .20 - .22 11.5 Thomas .69 .59 - .10 8 Winuns .09 .11 +.02 1.5 1.5

T = 21.5*

*P < .oos

FIGURE IV

The effect of withdrawing a Subs~que n t Event following incorrect Programmed Reader responses.

CALENDAR WEl::KS f:,'o

~ ........ ,o .. •,u•tt• ,~ \.6,/• ,,,~•-••J kU, U• ••~

'\.'\./ / / / 'l./;..,'" ~'" /o•'... /~'" PROJ~Cr NO.

..... 4 8 l'.2 16 20

I~ r'.;":~~~~:~~~1~~J!;~:• !::;::::;:''-1:'.• 1· .. ::i~:''!Ul'Y! ;~·•s:;:s::• !~~·+ rz:/-:.,,.t·~i;-:-;·:--~;t-:·1···~·~:71:··,· p·i~i:f::;·~:[J.[fT°:··i·:: :"[:··::~i··;--l·:::·+ .. · .. r-·-·1··-·-l

w .... ::> z ..:

t5 ~

(I') .... z \,J -.: t'.,j :> 0 :E

I~ (T.~~9~~!~#I:~~gfo•f 4:~~1~~~: :~i·~~·: ;;:L:::"-0 :i,;:0:::'\t'--i-~~-i-~-1:_\_J_!:_~-J-. ~ ---'r~-1- . .,...,...r,_ ,,.. .. 1 ·· = ~ •• , •• _.r-::1 ""'·1'··-- ·:--·I-··· t-~1-, .... , . ._;_ .... -. [ .. · ·1 · -- ·- ·- , ...••. J

I~ ~i~i:'.:'.:l~::=i~~~ii:i'•·;~.::~: :.••·:; t:. ••1::~:,1

!;:::::i' :. j~: ?:• f.: :1J:::;,: :::,:;;.~~)·:~· ! . I !lr. !'C rir.· : : : r,i; iU ::c I . I . : ' . .. I , . I : •• ! : I : ! •.. : . . " . ' . ! . : '. . I . . ' : . • i ' . i I i

F- -·--·l--,...--1- .... 1 ..... , ... -................. f •.• - .l .... ·····-·-1·· ,--,- ··-·,····· ., ...... , ... -··· ·-·····-·-l-. ·-· I . :1 . . ' :1 ' I .. :• ,',;I I.·. .'· ,,· •• ,· • ,.... . .•.. : . . I . ! I

0 . . .. .. 1 : 1··· .. l···· . , J • ••••• ; I •. :. : .. L., . \ I ~

-~ ~J~=~t_:f kJ: Ht :i)~.~r~~t }\i ~~::!;?f ~l :. )}: ::{~~~1:J.~tJ 1: ~?; :~\ 1:~: )1 i~ i ~~ :T r.+~rJ--:':- : ::-. =!:-~r,7:-~ - 1'.·;; · · · ·, · ~- i-:---·r-. ·L··-·1 ~I I;;--:;-:-:-- :':1.+-: 1·,;--:..,..,.-;·1·'.·i-l·~··;;'."'-,:7:'7· 1-,-.. --:-··--, - ;i·:-, ! ... : . ... r··t ·~;-;~·.,-·-~-,-·-·1 ·-··1

OCl ·': ,i ' .• · I 1:;~~1:, ::q, ··~· ., .. : . :, .: ,:~.· t •lir :1·· .··· I d~·i·d· 1~11

I~ fl r •,, ~ .. ', ! ,; ' . • ~ • 1 ( I I • I

O 1·.i i ,i ::. , ,1 .. ::.1. : .,. 1. ..!; ... : -r~-,-rr.J+ri:-:T11':""."+t-,-'-! ... :,.,,1,.,...,..,.,.~,t=,m.,.;--1~ ;--,_..-....... ...,__..,......._ __ "'-...... -.--=.:..,.J.;..i.... ..... .,..i.;:....-..:..;-..:.i,~~ ..... -- ...... _....;......,....,_.....,_-1-__ .L.._ ....... ...,.;_, _____ _

0 !O 20 80 40 50 60 70 co so 100 1l0 120 130 !-<·O

..,. "'' ...,. ~1 -· i ;

?cr.nypacl<er TAAll<U<

r.cb,:er AOV•:iER

Ka:nov SUCCESS! VE CALE;--:CAR OA 'fS Il.:illa::-c:! ?.O. ;>. ~- foe. -----i'l<O,fCC -- ---,\Gt: u\OH Mo~~ .--MAl<AGC:ll

w u,

36

TABLE VII

A Wilcoxon Signed Rank Test fo1: Differences Between Before Phase Correct Programmed Reader Response Rates and During

Phase Correct Programmed Reader Response Rates

Before -Dur ing R~nk of- Rank of D Child Phase Phas e d D with Less

PreguenJ;_ Sign

Shaupe 3.74 3.08 -.66 9 9 Smith, J. 3.01 2. 31 -.70 10 10 Baas 3.45 5.94 +2.49 25 Fogarty 3.20 5.23 +2.0 3 22 Hm·1ard 6.24 4.47 -1.77 21 21 Ford 3.35 3.58 +.23 4 Godbol t 3.00 3.36 +. 36 7 Hines 3.91 5.23 +1.32 19 Nattie l 3.65 4.71 +1.06 16.5 Young 5.25 5.87 +.62 8 Alle n 2.41 1.67 -.74 12 12 Car ve r 6.51 6.17 -.34 G 6 Hathwa y 5.70 6. 73 +l.03 13 .5 Langston 6.52 7.55 +1.03 13.5 Jones 6.78 7.49 +.71 11 Wrigh t 7.35 11.10 +3.75 30 Jeffcoat 4.86 7.63 +2.27 29 Fogarty 7.21 1 2.57 +5.36 31 Be als 5.26 4.19 -1.07 18 18 Lee 3.78 3.97 +.19 3 Ross 6.23 6.24 +.01 1 Somcse 4.21 6.86 +2.65 26 Cray 6.77 4.11 ··2. 66 27 27 Hardwic 5.06 3.12 -1.06 16.5 Johns on 6.12 3.39 -2.73 28 28 Ncbb 5.27 4.22 -1.05 15 15 Railey 2. 118 2 .. 43 -.05 2 2 Spe rr ing 7.50 9.20 +l.70 20 Taylor 4.05 6.31 +2.26 23 Bruce 4.78 7.25 +2.74 24 Hague 9.10 15.20 +6.10 32 Howell 5.64 5.38 -.22 5 5

T :::: 153* z = 2.07

..... ------*P < .02

l

37

Tl\I3LE VIII

A Wilcoxen Signed Rank Test for Differences Between Bef ore Phase Incorrect Programmed Reader Response R<1tes and During

Phase Incorrect Programmed Reader Response Rates

.. - Ill ... - I -.-,it'

~efo re Durin g Rank of Ran~cif l)

Child Phase Phase d D with Less .Frequent Sign

Shaupe .27 .11 -.1 6 14. 5 Smith .08 .04 -.04 1.5 nas s .20 .11 -.09 s Fogar ty .18 .07 -.11 9.5 Howar d .16 .28 +.12 11 11 For d .06 .42 +.36 27.5 27.5 Godbolt .54 .33 -.21 19 Hine s • 34 .13 -.21 19 Natt iel .21 .01 -. 30 24 Young .20 .10 -.10 7 Alle n .45 .11 -.34 25 Carve r .45 .08 - .37 29 Hathwa y .36 .. 21 -.15 13 Langs ton .28 .12 -.16 14.S James .56 .16 +.04 1.5 1.5 Hrigh t .37 .16 -.21 19 JE)ffcoat .25 .15 -.1 0 7 FO(Jart y .15 .15 -o I3ca l .43 .21 - .22 21 Lee .30 .15 -.17 16 Ross • '11 .16 - .25 22 Somese .16 .08 - .08 4 Cray • 32 .18 -.14 12 Har.dwic .so .14 -.36 27.S ,Johnso n .56 . 21 - .35 26 \vebb .92 .20 - .72 31 Railey .44 .04 -.40 30 Sperring .40 .14 - .26 23 Tay lor • .19 .09 -.10 7 Bruce .12 .01 -.11 9.5 Hague .18 .oo -.18 17 Howell .09 .14 +.05 3 3

T .. 4S* z = 4.01

lip < . 0000~

The

FIGURE V

effects o f simultaneously presenting and withdrawing ·subsequent e,,ents following correct and incorrect

Programmed Reader responses. CALENDAR WEEKS

~'b \.>

~<:, "'< ~~ $(ot4V l~ A •Ot U( II CO. \61. <..-.:,,- ... o ..... , ... •-'• )

~ ... '\\, A' ~ ~ ?ilOJ!CT NO.

4 8 !2 16 20 ICOO-f_Jr::-~;=--=ks!~§..:~i,~;;::f~:~~~~~:;-:·;=;:.:~:~::!:~f~.~~:i:!:!"!~~~,!::;:::1f;:;~l::::~:l:;:d~~r~::?.:~::::'.:J

:::::oo fas:_.~--··-··---±::.. --- -l-··· .. ··--········t .. ____ 1. ___ 1 ... 1--"-······----I.·---.----,-·--·~ "' ' ·• • I I · ' ' ! ' · ' '" · ' "' 1 -·-· ! - ---r- ···--··- ----,- ,-··1······ ··--··t "'··,·-·-r:·-· , , r ····--,--,-,,-·-~- -=.:..i 1:-" .. . ; .:: . : . ·; . ' ' ... ' ~,-:·~-,~ ·.: ,.,··,f-:-:-1·· ;;· .':~:: .· -i . ·!. ~ !

r.-.1:____1_·~·--1 - ·-l····--1. ... -1---.. ! ... . , r ..... ~----!·--·- ,1··-- '°-, -1·" .... -,.,........,,__,_._j. __ , ,.. , .• , ,. , • . I •• ) 1•,' ,·,:· : .. ·. I ·~··'::.i ~.~····· ·, ~·JI ·1· 1'•·1 ··: ~ I .,·, .·1 i · ·t . ·. ~ t • , 1 ,, ·, • • : ••• ,,., ~ · 1, 1 •

1~.. ·,,,. · , : 1

I~ ~r=:=~9~tr.,~~Cl!!=t~~~~tU4;i~·~:=::~i'./·:'.:c,t; · ,---,---r ~R~ l'-·::i.,m~•-· ·r·-:::J ·-- 1· • ·• • • .. • • •• • ·:--,-·•···-· c t: ,·- · 1"- •· !·'- - ··-··· · .... -1----..........J ' I ' I ! . &)~ r· .. . i: '~~' ,, . ! i l . : I: r' 1.; i f ~. ~:: •. : 11 I t I ;: l ';. . i ~: i: : l ·: ~ . I I, : . l. • t I I I' J : I. : . : I

~ l~~t~.±\f;\-\' _______ ·-- ·· -· -. -·· - ---- . -z 6 r·····y----, ···I : 1 r--:-\.:..t \-.-. -i-\J \· : .-::-·-.. t----1-· '. I ;-

~ G

(J r • ~ .

. L ······· · .. .. . .. . - l ; :c:=...;7.-::=::"::-:--::-') c::.:..::~...:;;:;.:;. .. :··:

5 -- .-:,-·-r·-;-. . 1-- · · ___ _ ;\ . J r,-:.:.;-:-,-:-L rl· 1 - .. I". ~· ; "~\;'\_!., ... , ~ I '!. j if ·, .. . . . ~ .. -:-:"=-" :> •• [: .. , ... ........ . E .05 £::. . : !· :·::: ; =-:,: :'. t ~ ..

r · 1 , 1• ' . ,,.._.._..,,._.....,..,.,.,!., .. •"''-'• ~ . • , • ·- I . , . , . .._ _ _.__._ __ ··-- 1-· -· --- ---····- ·- -i-:--·- - ---'-j-·- -~---•·--'.............,j J L.-- ~~-:l.!.- .... 1'-...:... .. ~.!. ..... J '.---- · t-=- .... ~ : .... +~ .. :L:.. L.-.: :r_. '' -.. ~. ~J ~~: L !:;..:._1·; t .... ;: ____ ;. ~,-· ! .:-_;_ f ·- ... ; • i -- -~ .. .. f.~!I, :~ ~ i: I· .. 1

1:

1' , : .· :·· ~ ·, ~;''•i ( iii· ·t;'· l :·:,;:~,;· ··~: .. ·: f::~: : f •• •1 ·t ... :.: .. · ~.'·.· !, .. ~ :

.:~ ~"'J~~·1J;~;~]~2~~1~~i~r~~;It~~~~r!~:-r:~:~E2!~1~~'~i~k=·~ 00 1 r ,·: 1:t~ ;~ :r q~• I.; .. ,i:.;1: i:.; ,,L •·,:q::~p~~i·.1i!•:;:; .. i ·:.~ ,. ;·~1: • ,:.;· , ,·; ; ' j .I. r· 1

: ~ :.. ! • i , I I , t t ; •

o~~~ ,!~7"'!',-~~f-'-i~~ri+~~+t+:-i .: . .• i; . : . . . :=-~i~"i~,;··~:-:-h--;-,-~J!~ ·~+

0 !O 20 30 40 E:> €0 70 80 so !CO no 120 l30 !40

Pcn:l:,poc..'\:e:r TAAi!'<£~

E'<!ir.P,Cl:' A.i111S(R

D~.:all SUCC~SS!VE CA!.ENDAR OAYS MANAGc.R

?.R. Cor-. T.:i:{!.or R.J. P.R. :~c.

,>ROT~CE .;,<,£ U.ili~ ~:l)v~>.:~N;

.,,, "'• .::>; ;::;, ~i -· ::,: ..

w c:

'l'he Effects of the Arran ge ment of a Sub s equ e nt Event Foi lo w.in'g' Each E?rogc:-; s PTagnosti c"1.~~st

39

It has just been demonstrat ed that the present a ti,:m

£tnd withdrawal of a subsequent event following Programmed

Reader performance reliably altered the ra'ce of that performance .

Nhat , then , is the effect of presenting a subsequent event

following each errorless Diagnostic Test? To answer this

question ,« Lindquist Type VI Analysis of Variance was

performed on all Diagnostic Test response ratGs, correct

anrl incorrect. The data were analyzed by phases, !3efore

Phase and During Phase; with a subordinate analysis by

class units .. It can be seen in TABLE IX that, although

the main effect for class units and the main effect for

correct and incorrect response ra~es were significant , the

Before and During Phase main effect was not sign :U:ic a nt.

This result is cle a rly evident in the lack of uniformity

in the direction and magnitude of changes presentGd in

TABLE X.

The Effect of Presenting a Subsequent Rvent Pollc,wing Corr e ct Pro gr a'ilme<l Re ad e r Responseso nincorrect P!:'og:cammed Read e r -~ -ponse Rate - -

It was previously demonstrated in TABLE v that the

presentation of a cubsequcnt event following the correct

Progr<.'...mmed Reader response accelerated that response. In

that condition, the incorrect Progra mmed Reader response

wns ignored. To investigate the t:lffect of the pres e nted

subs equent on tha previously ignored incorr€ct r e s ponse rate,

<1 ;·;.i.J.coxon Signed Rank Test was performed on the incorrect

Pro g ra mm:::!d Header r.esponse r c>te.s obs e rved in the nefore a nd

TABLE IX

A Lindquist Type VI Analysis of Variance for Differences Between Before Phase Diagnostic Test Response Rates

and During Phase Diagnosti c Test Response Rates

Source~ Variation df ss MS F'

Between 58 4'6'9 .1f!' Classes (A) 10 207 . 73 20.77 3 . 80* Error {b) 48 262.10 5.46

wltfiin !77 2723.07 1s--::nr Correct -Incorrect {b) l 1885 . 68 1885 . 68 265 . 70* Before-Durir.g (C) l 4 .. 03 4.03 3 .. 77 AX B l 26.99 26.99 39.96* AX C 10 273 . 56 27.35 3. 85 ~'t

B X C 10 57.49 5 .. 74 5 . 37* AX Bx C 10 50 . 92 5 . 09 7 . 53*

Error (w) .

144 424 . 37 ~ • Error 1 48 340.64 7.09 Error 2 48 51 . 30 1 . 06 Error 3 48 32.42 . 67

Total 23'5 3192 .. 91 13. SS Correction Fa c ~or = 3255 . 15

·*p < . ITT:'

.l:>. 0

41

TABLE X

The Direction and ~a~nitude of Differences Between Before Phas e Correct and Incorrect P.ro<Jranmcd Reader Fesponscs and Dnr ing

Phase Correct and Incorrect Prograrnmecl Reader Response s

----Correct Incorrect

Direction of Mag'ni tude of Directionor !-1agni tude Child Change Change Chang e Change

i\llen • 40 .15 Ballard 4.00 1.00 Carver 00 .92 Hathway 3.00 00 Nilliams + 1.00 .71 Langston + 2.80 + .23 Hines + 5.40 .60 lvillford + 2.70 .72 Young + 5.40 • 30 Godbolt + .GO .84 Natticl + 3.00 .60 Ford + 2.40 .45 Brown, M. 1.70 + .11 Nright + 1.00 .58 Jones .70 .34 Jeffcoat 2 .. 70 + .32 Fogarty + 2.00 .33 Howell 00 + .35 Jackson + 1.50 + .so Wimms + 2.60 + .80 Thomas + ~90 .. 33 Kickly + 2.20 .33 Lesene + .90 .52 Nebb .60 + .36 Morris , P. 2.40 1.20 Morris , D. + 1.20 .90 Johnson + 4.20 + .60 Ha:c<lwic 1.50 1.20 Cray + .90 + .30 Hayes + 3.00 + .39 Camps + 7.30 .09 Kelly + 1.00 1.50 Railey + 4.30 .ao fiperring + 3.40 + .15 ·raylor + 3.10 .01 Bruce + 1.20 + .44 Hague + 2.00 • 22 Howell, D. + 1.40 .57 Beals + .30 + .06 BiBhop + 1.80 .42 Scmcse 2.30 + .27 Lae + . 90 + .54

of

42

TlillLE X Continue d

----------------------------------

Child

Pattison Ross Brown James Stewart Walker Berry Haile Alexander Burke Brown, K. Davis Smith, J. Bas s Fogarty Howard Shaupc ~·

Correct Direction o1:··· Hagni tu<le of

Change Change

+

+

+

+

+ ,(•

1.30 00

4.50 00

1.00 .20 .80

3.50 .40

00 .40

00 .20 .. 21 .30

2.60 2.00

Incorrect Dir.ection of Magnitude of

Change Change

+

+

+

+

.54

.49

.63 00

.25 1.79 1.05

00 .33 .so .94

3.50 .15 00

.34 3.45

.88

....... ' ---·---------··------------------·- --

43

During Phases . TAnLE XI shows that incorrect Programmed

Reader response rates were reli ab ly decelerated whnn an

arrangement was made to follow correct Programmed Reader

responses . Z'm examination of column 11d II reveals that in

only two cases was an acceleration observed , and these

cases r;howcd the least changes in magnitude. FIGURE VI

displays this deceleration as observed in one typical child ' s

performance .

The Effect of \vi thdrawing a Subsequent Bven t Following Incorrect Pro9ra m1nect -Reaacr- Response s on Correct-P:r.oqrar.med Reader_~sponse Rate . --·- . -- ·- -- -

TABLE VI demonstrated that withdra\·1al of a subs equent

event fo:lowing the incorrect Programi-ned Reader :::-e~ponsc

dec~lerated incorrect response rate. In th.a I: condition, tlh-")

correct Programmed Reader response was ignorad . To

investigate the effect of the pres ented subsequent evC!nt on

the previously ignored correct response rate, a t·Jilcoxon

Signed Rank Test was performed on the correct Programmed

Reader res!_:•o:nse riltes observed in the Before and During

Phases . TABLE XII shows that correct Programmed Reader

responses were not reliably affected by the withdrawal

of a subsequent event following the incorrect Progranuncd

Reader response . An examination of column "d O in TABLE XII

rev~als that, although the direction of changes was

predominately accelerating , the magnitude of change s

obs erve d in the four cases of deceleration was sufficiently ./

large to counteract the- directional predomenance of the

data a~d yi e ld a non-significant result .

44

TAnLE XI

A Wilcoxon Signed Rank Test for Dif fm:-ences Between Before Phase Incorrect Programmed Reader Response Rates and

During Phase Incorrect Programmed Reader Response Rates __ , ______________________ , __________ _ Child

Brown Stewart Jrunei; !valker Ber ry Camps Hayes Bishop Pattison

Defore Phase

• 38 .20 .12 • 39 .51 .20 .29 .18 .OG

During Phase

--.28 .07 .lG .20 .25 .10 .08 .19 .06

d

-.10 -.13 +.04 -.19 -.26 -.10 -.21 +.01

0

Rank of D

Rank with Less

Frequen t Sign

, •• ~--• L-l'ro• -,"'

3.5 5 2 2 6 8 3.5 7 1 1

T = 3:k

*P--=(-·-:·0-5-----------------------" · · ~-----·---

FIGURE VI

The e ffect o f nresentin q a s u bs e quent event fo llowi ng incorrect Program med Reader r esponses on incor r e ct Prog r ammed Reade r

response rate .

CALENDAR W~E:<S roO

~ o/ ~·''" 4

""" ,.,._•• •04 Ul(U(R (0 w· ~., .................... ,

~ /

/~~ ;,i;o;tcr liO.

•• 4 S 12 16 2 0 1000 ~§¥~ ~~~~~~: ~;~~i:-~:! ~=: := :i=:./;: : '. ! :. 0\!·:: ::~~, 7::~.~:1;!T': .! ~~= ~ ·.: ~~:::; -~ :_~: :f ~::l):f'.::::

500 f-~~--- ···:---·l:·•···1·•,r··,· ., .. ,, ..... , ,, i'1·•,· .. t·: .. . L,.._r , .. , i,r-:1 .... 1 .. : .... , ... ,_, ·· ···•-- :-- -~

l.>J I­=> z -~ ':-'

VJ I-z i..:

j > 0 ::

--···-···· ·· ·,·--· ·- ... ·---~·· ··-·· , .. , ' ' .. . , , "• 1 · . ' ·I•" .. ' I, .. , .. , "' "1 .... 'I•·,. .. '···t···· ·· '··- -1···· ' ''l.;.' I'' " '• I· 1 ' • 1 L • 1 · 1 L - _..._.,__~_ .. ___ .,._ ·-- ....... -.. -·- , ... , ............ , .. •-....... J··----·1-··~ .......... , ..,._ ....... -"'-~· - '--i , ..• · .. , .. :1,, •• ,·.· ·1 . I ..... . .. · ,· ..• ,,, • •1 ;• ' J· • ; ·I. I·' ., ., 'j r---- · ··--'"'-·······. ···;i·-·'·•····-1 ··-' .... ,, ..... r··-1· ·1··"t' ... ·,····1 !. ... ,. -:-- ···••· ·-·"r···-·: ' ' • I I : i t I • I I • 1 ' ~ • t : t ' ' ' ' • '1 ; ,· . i • I ' ' ' • . ' I . I . I < • ' • ·1 ' l , I I ~ ' • • I j • ~ ' I I • I : I • I • I t j • I j ' • • • •

,.• ... :,·I ,',•·.·····I,: . .• · ~·L ' ,, .~~·:' l•l,l -1.:.L~· ·:,•11 'i I 100 ~-~~~:=·;:J~:il~ ~{~t;: ;:}~?:!: ~:;;:,~ c·!-2::! \~;~· ~~;~:t·~( J: i :~1)~~t: !:) ; /if~'.:~:/<:~; :i)/0_

50 ---'--·r--· l- .. } .• ---~ ... - I ... ~., ..... 1, ' .... , •. . , , ....... I·-: •• , . ...... ~. ~··· •· ·· ,.. L ..... ,. ·· ·: J ., ..... - -1-- ., I ' ~....;_L,. '.,• • ....:....,: .... ; • .,'. --·-- r-' 1-·-·:....i:.-t.:.....-·~ ' ·;...,. __ _ i , · • · , , , : I,: .. • · · 1; •: . : , • • · · . · · •. ·: • r, t , . • • • • • · f • ·, • ;, ,: • 1,: t 1., : . : . • · · . · , . I - --~-- - L ......... _ f ..... •\,.I, __ ....... lr···-: ·-·-!··,·-··-·r·"-• - 1-1···-··r·- --l-1·::i:· ,•:;,•1•:1~~· :1 j•i:'!::,l:::I, t• ,; ti•:•.~p~,:: i i:: ••I '.~,:·t i•~,:i;~:,•, ;:•;j 81 • ,:··~·~:::: ,''c,,( ,I :: i

1~r~~;~:~;~J11~(~}~('.:'.:'.~~::(:~i(~~;~i!::!f?~f~~t/~~:f:(~-i~~::.;:~~~:f2tfr/:1>:;( =<}'.~\ C·---l.--i ... r. 1-,-• ....... ,.,-r··•-·· ............ , ...... , . '" l ..... \ ... _ ., .. ,•~-! ·-, .. '··-·•• ---, .... ,.L ..... , .... .. , _;__; __ ·-rt~ -~r--·1...~:·-:·-.-_!.__~t;! .. ..: .. _ ..... ~·~--;--;• . ..:,-~ ;-:-'--·!~'···-·1--~-r'--~~·....:...:.. .. :~--:---

f.:!;__j: _!...1-' = 1

:. ,:......!_t: _,· ...... ~ ;...:.~; ~ .. :..-r• .... "_: t:; L.:: 1 ! . !.. •• • '--·· ,.. f :. ....... ,1· ·.:: :.. :r •:: . ..I -- ·1

- ,-- ~- •• : . : : .• • :._ •• ! : .... _ .. t. __ ... ..! • • • .... , '., ,.,, J'' 1 • 'I· l· .. ', :•,, t • • .• ·•· 1 ·. · · · 1 J::.~ .. trrcm: , . . r, c..iR u;G· : , 11:, l ' : · . : . : : ·;: ! · 1 , : · ·:: : , : , ·, . · ·;··fl'··. ·. , ·I' : , · , '..:. · 1 ·.,; , 1 • 1 ,

I ~!~:'.;::-~:-:::.·! ·:::.~.::::-i::'.::-:::::::.:)~ ~:i/.;:{:tk..:.\::::;;.~:J.: :~:--L:::n .:.,!\_::: ; :::;:<;:.:-/ .:.::.:..:;::~::: 5 'E ...... -t .. tJ-l ·-· ·' --. -1··-···""'_I._ ... I, , .... ,., .... , .... -l.1 .. •··,· ....... , .... , ..... :j .... _ .............. ,.-- ··· -· · . ~ '~1;/-:r:... ! ~L. ·: '1 i; ~:!~=::=+-.:~~: · r:-~~: ..:.~~+~:::.: 1 :~; +<~+' · :,: }; ~ ~ c · ~;~i ~=:t :;: ': J~: 1·: ::-::f ~: .:~ 1------r VJ ... t···-· I ·I .•.••. -· · r-···-,-.. ,...,(. ········--·~·-····:. "'"'· .. -·r ---·, · t ' ··':· .. ~ , .•• ( ., •• ,. l. ·-··,· "' . ......... 1 I•' ' ' '., ,'•, \' 1•: ·,;' ,·' , "• ,•,p,-.• I,• :., o ·.1 ;,.· ., ·,.,• ,j i ,,.• 1,,(:• .; . ,' 1•[1:• ' . I • •• , • • , : , , • • • " • : 11 • •• , : i , • •• , • : 1 • 1: , . ; I . , . . , . : ·Ii . : •: • 1 .. , · , • 1 1

• • : • : • •• • " 1 ,

.c~ f :r!~~:t, ~r=;.~::=1••·• 0~2~::1.~;~I;;:~ t_; n;7E~~ t~~y~·::~':~:: ?;~,~:

! . 1 1 I , f .• · , · ., I ·, · I .. , • •,,.I , I• , . , . , , , , , . , , , . •I • , J ,. I . •• 1 . 1 1 ~ .. r=-- .. t- .. ..... :...._.,,, ..... - ..... i-, -····-··- ··••t• .... ···· r•-...... \ .... _ ~, ..... -~ ... , ...... .. ... , ..... ·······- ·-·r·, .. ,.•·--····"'', ,:·;.L,:j .1,, .. 1· .ir·: ..

1 :... : ·· :. ·:; i ,;·;·,·11. i, , .. 1 , ••.• ·, ;, i; ·;I;· ~::1.·';· ·:. 1·: .• .. ~. ~ i

·0 1 t:..:i:/:1.}:~!_;:;~~-;/:=~~·JIS~:t(}j/[\;~:J:j:;~it::}:;I:::(.~:)::~:::-

.005 {---: L.. ·-·, ·,j.-1 .... ::1 ... ,- . f-c,··· :· -'-f •,,-,•; • ·• ';•·!·· '1 ...... , .. ~ ;·,-:., ... 1 ;•r .. •·' . '" "-··. , .. ..,, . , ..... , .. - ... ' ·-··t· .u~I;"·~·, .. , ·::1·:-~·, -·· ·•···--p.-:--•· :r:·''!' 1'""'·1 ;·,· 1· :":,,:": · ;··"--: :· 1,, .. , "~- ·: :"•:·1'" .. :-•-··'-·"·1

t.:.--'- J--r - ---- · _, __ --~~,.........-,~ ____ _ ,__,_1--1--·----- -- --"- '--:-, ~~~: .tl.! .. ~. ~ ~J ~~ ... J~:.ll-~, . ...;..:.:...!~.1~1 ~:~.~-t~ .. ,-; .• l:..:.:....~~; ~·.:..J :! ....... · . .:.~C~(:_· :. ~; .... !; . .-i...:..:.~ t:_ .. :.. .L:... .i -~--~-t .co, l!;liH Li! ·1;1.1,,1;,.;.,1.;;·::i-:;;:;1: p: ,-·1:::1,:1:':,:11··:ii,:j!:11;1; •. 1::·:: : i::t:r11:,;:-1 ;:;::i·,: . . , ·. 1 .

Q +r.-t+rl.'., '.I: Ii .. l'Tt't~m"i . , : 'i Il l:: d-r:-r~d,•'-:'-ri.,.~~rr!~!~;-,-:+-rt:-rr.-t:i:-,, :-,l""""'·i r:-,-:--,l-,·n"'f';"T"C "!: n1=* ;I II'

0 10 '20 30 40 50 60 . 70 80 90 !00 llO !20 iSO 140

'? e:m Yil ,, ex c.r i.din r!cr Shea SUCCESSIVE CAt.ENDA~ uA.YS "1alki?r - __B_,il_,_ J. • F.,_j p .c.,_ -TAAll'ith Ai)'/iStll MA/IA(.rn l'AOr iC( ,>.(;£ U,.~(l M~V ~.\1£~ T

,t;,.

Vl

46

TABLE XI I

A Wil coxon Signed Rank Test f o r Di fferences Betwee n Before Ph.::i.se Correct Prog:camme d Reade r Respons e Rnt e s

.::i.nd Duri ng Ph ase Corre ct Programmed Reader Respo nse Rat e s

-Bef o r e Dur ing Rank o f Rank with

Child Pha se Pha se d D Le ss Freq uent

Sign

-Will f ord 3 . 77 4.32 + .55 10 Ball a rd 13.41 12.79 -.62 11 11 Wi l li ams 9.82 9.87 +.05 1 Brown 1 4 .05 17 .. 76 +3.71 7.5 Howe ll 15.15 15. 50 +.35 6 Kelly 6.22 4 .43 -1.79 14 14 Davis 2.26 3.20 +.84 12 Br own 3.98 5.63 +l.65 13 Burke 2. 49 2.78 +.29 5 Al exand er 2.65 3.1S +.so 9 Haile 2. 8 2 2 .. 91 +.09 3 Mor r is, B. 9 . 8 9 7.50 - 2.39 16 16 Morr is, P. 5.51 :i. 66 +.15 4 Jacks on 6 .86 10. 48 +3.62 17 Klickly 4 .81 4. 44 -.37 7.5 7.5 Lese ne 4 ,.97 6.95 +l.98 15 'l'homa s 5.90 5.98 +.08 2 Wimms 6.83 11.07 +4.24 18

T - 48.5*

*nctsTynITica nt --~ -

The Effects of Terminating l\rranget:1ents on Subsequent Progra mni£:<l ifoader Perfo r mance

47

Normally it is no·::: practical to maintain a cl.:tssroom

under continual synthetic cofisequation . The ef.feccs of

presenting subsequent events following Programmed Reader

responses have been previously examined . What is the

effect of removing the arrangement entirely ?

In the first condition , where the subsequent event

was presented following the correct Progra!:lmed Reader response ,

the data collected in the During and After Phases were

treated with the I·7U.coxon Signed Rank Test. TABLE XIII

indicates that the already accelerating correct Prog-cam.':\ed

Reader r< sponse rates continu~d accelerating . An examination

of column "d 11 reveals that in no case was a deceleration

observed$ This effect is shown for a typical child in

FIGURE VII .

In the Recond condition, where the subsequent

event was withdrawn following the incorrect !?rogrammed

Reader response , the incorrect response rates for these

childr~n that were collected during the During and After

Phases were treated with the Wilcoxon statistic . No change

in incorrect response rate is observed in TA13LE XIV. An

examinat:ion of column °d" reveals no consistancy in

either the direction or magnitude of the changes . FIGURE

VIII demonstrates this ~aintencnce of response rate .

The third condition , where both of the above

arrangements were in effect , was also treated ,·rith by

applying Hilcoxon Signed Rank Test to the performanc~ rates

48

Tl\..BLE XIII

A Wilcox on Signed Rank Te st for Differ e nces Be tw een During Phase Corr ect J?rogr ammE;d Reader Resp o nse Ra;;es and After

Phas e Corr e ct Progr ammed Reader Respon s e Rates

Dur ing After Rank of R.ank with Child Ph ase Phase d D Less

Frequent Sign

Brown 6.83 11.1·, +11. 34 Stewart 7.97 9.97 +2.02 Jrunes 7.16 10.22 +3.06 Nalker 8.92 12.10 +3.18 Berry 7.82 8.68 +.86 Camps 10.56 11.87 +1.31 Hayes 11.93 13.65 +1.72 Bishop 3.54 7.22 +3.68 Pa ttison 4.~s 8. ?.3 +3.78

T = O*

*P < .OI ___ .,. ____

·--· ..

FIGURE VII

The effect of terminatir.g an arrangement made to correct Programmed Reader responses on :3ubs<?quent

Rea der re5ponse rat e . correct Progra~med

CALENDAR WEl::KS ~ fl Wl" •e • 411UV\o!N ,o \61 ·<1., .. , .. ~·• u• • ,o,

.. 'o~

~~ 4 ~ ~ 4 8 l2 !6 20

1~ i~ ~~t{::~~~~=-J~-=;.;~}:Elf¥1:~~;.~~P~r-? ~~t:~:!~T~!l :~ft ~;!:k!jGiit~ ~n:~:~fi1~!hl:HmP~~J:.:_s~~t~L

5,;.)0 s...:.;~ -:...;-r: . ..:....-11 ·-:1- -.-~ .: . -·· .J ...... J---•••. I., .1 • • 1 ....... ; .•.• i .... . I .... "i !. , ........ : ...... , ....... -· -·. ~ ·- ........ I

~ ~

::::> z :: C: \.lJ a. (j, ~ :;:: I...;

~ > 0 ::

'I • •...;...:...-1.J..:.-.:..~ ' • t' __:.._J ___ ,tr"•-t .. :..:......:....~----'"--:• .....:..........L.,--..:.._. ___ 1. ...... _ .. !--1-,.....-..;. .. ~--I---, I "I! ',.' 1 · J.L:.!-~- 'I' :..:! ! ·,.,..;.....!.:~--!: ;.:: : ; ·1:..::.'.. IO: •• :;1,-'....,: 11 ...•. l.:.::.~1.::Ll!...:i.. ! .. ;,:.i. _:: l..:...q.: ___ I! ··-•1 i • ~'.-~~~.'.: ~: ::~;: :.i.~;:1.::_1:~i'.: ·>l:'.~~1y_i::~ ::1,:1;1~:.:'.C'.::J/J~:'.'.1·~:!'.11:11::::·[::::~:!::!·.! ::··.1.· ... I_ .. ~

100 ·,:c: .• ,..: ... , . . ·, •••.•. - ........ i .• _ .. I ..... 1. .... , •.••••• .••••• i._... ·····-····"······1·-·· , .... I ..... , ............. I ~··-··t .......... r .......... ~t····-·•·· .. ·~ ~ -··· ·-·· ... --1•-·-... , .............. -... ... ~ ........ , -·,· .. ~ .. , .. ,, ........................ ,~ .. ·-··• .. 50 .i:::::::.:::.:.:~-::: - :-.::•:..::.:::F,:;.:'-t ;.~.:::; ;:::-.:::.; :-:-r: ;: r. ':j:::: '.;;::::ii;::;-::: :-..: :.: t c::::;~:1·:; ~I:: : :: : .. J:: : .. : ... ; ;:..: ·:; ::: . -::; .:: t.: :::., _

!_. ,, . -"· ..• f.c • ..:_C:.~··~--1·...;..~.I ...... t·· -~ . ....:...., .; • ,., l · ,. , ·· 1 ·, ..... ' ..... --~, ., • .. ···! ...• 'I'.• .. : .•.••• 1 •••• •. l. ___ • , •. " •. ' - ·-··~L.:....:. ·_.:.-·-·-·--·~·· ... : __ ._._ .. ·· - ·--...:.--.:. .. · · ~:-r~r-....: _ ... __ , = • • ~~t----i '.t..:.:: F..:.:.:...L .. ..:....:I~..!~!:~£!:!:.: 'c '. .. J,r;'!"r.J.~-1::.:·1~1' '.:!'.!I·::... . ! .. : ,! ·.:1 · ::...::~!:. ~.:.J ! ~.'.!.I:::~:. L:... IL:!'.::.! .!~.L.:. i ·-·-!

. : I' ,. ii:· . ,: ··' :;1,•:, t I '·I , ·. ' ·:,::! ii!;: ::! .. l i j i ;, ;, :1 , :· :: iJ! ,; . ; ''.1· l1· . . :; ,i ;'. I : ;: I 10 f :fl~~l~~~~~-~;.~~J§~ ~ 10.=i ~~~~~1t~G t~~< ~ ;~~d ;L!:~;:i::~'. i;~!!J~ :::~~1~:~!t:~i ~1 · :· ~=j~~~~~ t:: ~~ l:~~~t 6 1:....l~-t~··r--"·: ... •·-;l·· --1 ...... 1· , ... f· .. ,1., .... ,:_:. , .• ,·,.:.,.:., :, .... , ..... 1 ... ~ ..... , .. f---··i····· I

h~. ,, .. j: ... :.-;.:;• ~:-·.-~;.,;.·,<:··.·'.:.::~1~:ii~·t.;.···,r:; tf:7::,;·.~i1 i'·~ ~· ~· · f.' :. ; . -: ·--:~----; .. ---1 Ii-· - --· __ 1.., __ 1,.., ... , -+-·~-· .. ·!··- ··''···1-··1'-·· , ..... r··· .. 1 .. .. .. 1 ..... j ..... I .•...•. , .. 1·····:•····~· ... !

f .. '. ; [ ' . . • 1 ·.. · 1 ·' ' !' ''' . ,: • ' . ; . • . . . I' "l':. . . 'I . ' ' : l 'I: ' 1 ' I. i. I I . '. i • ' • i ' : I ·~Ii ··.:' :,:di::·.: :~:'f · , •: : l 1,.l, Jr : ... :,·,,11~,: c .• .. ,!,·· ·L· " .:· .f l•:ir t• '. ~ .· ~·'d 1 ~ I•. I

1 ~=::;~~~~2~3;i ~-:::;:;;_: ~ i:1::::::i: :-'.~H.?~~1~rT~7::; ':~f~~~fJ~ i~.1?:~;/;;!~~:H ·· ~i->: ~:~~u. .61-, .. ~:1··;'-t-- ·=,·-.f : ... 1,_,---l--"-1;·:·! !·;;": ,•:":· 1'·;··~'l'·:" t!-~··:,·::·1;:;, •. •; .,1· ····l··:":t·-,,· ', ·-·1"···· I -·- --1--~--l-----··-·J···-1-·-- -····--'·,--.~a··-·" -- ·-· •-... ·-·-1··-· "-··: ~·q'I:; ::• d'•q .. ·~. •t•. ! 1 · i •••• '"· ~· :;··.; . . ·1'!,•.~1 ti :,,,,?l •• ~:,: I., I l,: I t, I I ,.,.... .. _ ............. ; ... ,_ ..... _ ... f __ ......... _, ._ ......... ""T_.,_,_ .. ,,_,_·•1 •:., -· J-••-r. ................. 1· • ............. •' ••• ·r1. ·- .............. , .. • .................. '• ·-·· I '•I :i ',u•ic1; I :1 ~111•' 'j, '. ;•• • 'I' : •• •I 1,, : 'j ,:,1 ,;t,, 11'.•' j 11•,, ,,,1! , If.,•'. ~,,l,. 1 ,'1 .•! ~ l

.c~ -~l~~r::~1~l~~~~%1iiJ81~~~;!~-:::l::i~$,;~i:~2J:~;~ ~~~!-;S\J:~•·: (,?:=l·::'.:i· O' j ,;:·i!i: d~d;: t l,;·.:.L : .. :.~.:.:·1, ,, l· •. i!,.1.,.11 .. , .. ,·.:; .·" I'· I. ' ,.. , · ... 'I' ! I I

-~ tl~~L~~~~~~:~m~=~~.>i'.!:~ ·~f~::;;·•i:;::~;~~·•: !0§::: ::!:~•.::1~;~;('.'~lill.'::~ 8 "~J ~ . -i...... .;.l.._,l,___:.i .,+, ··1·.-c-_l ':: :-tr'"-r1·1--...,....,;,-J ............ -· ·-•f' -- · ,.,. • .,.-, ·-- •r-r-· -,-·-l···•····-- ...... -j I 'll' .·:·.,1,.·1'ii;1,,,·l: .. , .. ,~ .. ,,.l''''··•t'·,•·I ,'.,.· ·1,:,.·i· 1···1·•· •·. ,I I .

.00 1 0

;~1.d. ·! ·1 ~·:~1:1.i .IH:1: I~ ~~r .,· 11

1• r,,:?1:.::1~ ·11P:t : 1·,'l;L1*·. :1;·:. ~ .• •:1-··: ' ,,.,. I; I .. ,·· I ! ..... _ ..... _......,....,_,.,..;.;....-...;.,...._.... ..... _._+- __ .-_""t-. .... ..,.;.-............ --...,...._~--,.,.._ • I I I I ' '

. It, 11.1 ., :tt+rr.+tt; 1: I; i I. I. .! : .. -: il-t+:-i~~,-,.,.i+.rrrhh~~;H, rlr.1r.'-tr.t~t,,-.+,:hrn,,~r~~·: ,,,~·'l ,....~·t-!-- ~ 1 >s 11111: 1 I 1 · 11r , ·1 ·••! 1 ,11 •. · ;a1·· 1 ,, ,; ··, 1·

0 iO 20 30 40 50 60 70 80 90 100 llO 120 130 l-40

SUCC~SSIVE CALENDAR OA YS

~; 2: .-;

:.,: ::.

...f.!:ll.ll.:al~ ~$!CL _..s ... t .... e,..._3 ---TAAlNUl A.0Vi$£R 1,1ANAC.£R

S:cw~r p;1J;EC.£ AC( ~­:,A.I,(~

_? .P.~ .Co~­MYvu1-.:.:.a

.:,,. \0

TABLE XI V

A Wilcoxon Signed Rank Tes t f or Di fferences Between Durin g Phase I ncorrect Programmed Reader Response Rate s «n d

After Phase Incorrec t Prog r ammed Reade r Response Rate s

--Durin g l\.fte r Rank o f Rank with

I

Chi ld Phas e Pha se d D Les s Frec!.ue nt

S.ig n

--- --Willfor d .4 0 .17 - .23 14 14 nal l ar d . OS . 03 - .02 3 3 t·li ll i ams . 08 . 18 +.10 10 Brown . 24 1. 46 +l.22 18 HOW3ll . 46 . 4 7 +.01 1 .. 5 Kel l y .03 .07 +.04 4 Dav is . 12 . 07 -.05 5 5 Br o wn . 02 . 01 -.01 1.5 1.5 Bur ke . 07 .15 +.08 9 Al exa.nde r .1 5 . 02 - . 13 13 13 Hai l e .1 4 .21 +.07 7 Morr i s , B . .10 . 21 +.11 11 Morr is, P . . 20 .. 61 +.41 17 Jackso n . 13 .45 +.32 15.5 Klickly .24 . 17 - .07 7 7 J.ese ne .20 . 52 + .32 15.5 Thomas .59 . 66 +.07 7 Wim.1'1S .11 .. 23 +.12 12

T = 43.5*

Ti1ot-s[gn.rtrcant--~. -------~ --·-

5 0

FIGURE VIII

The effect of terminating an a rrangement made Progr~'Tu~ed Reader responses on subsequent

Pr.ogrammed RGader response rate.

to incorrect incorrect

CAL:::NOAR WEEKS <;,'n

~ •c•,u •o• ••••M"C.• co. \.c:,,,J • (•('\C-,•• ...... ,.1• •••1

',.>/ / / 'l~ ... \(. fa'(. ~ ... ,, /~ PRO,ECl' 1\0,

.... 4 8 12 1~ 1~~~E!~~~t::=.:-}:i=.~r~~tDi~~lli~2-~;:1~~~q~~2tfa!I!J~j~L(!~~~l/r:~1 ~:TI(GffE~~~h ~ :;L

1-Jt··,-;·• r:···!--~:-~-~-;-,..l:-!-"·t- r7;~-, !-1..+:·•f,,. . J ., • ••• r:"±-···=-~·-j' ... ··+I. ... '. ...... ·:··' :·· !·· .•• . :· . .. i

:6 20

(.I -::, z :: ~ u.l a. (/) I-

;s -~ ... > 0 :E

~:~~~~ ii: ;•: . :1. :. ~r~·~,777~:,.-::-;-: .. ~l:-. -r:-1---.1--.. -:--~7~·::·~u ... ,-:-j--. l.:_, __ l.:j ...... _...;.:.i •• --4--- 1--··1. ...... ~;...__:__i-L ... T .. :iT. ······-··· 1,·····1·· ........... 1 ••••• • , ••••.• , 1.5 ~.l=::!~!~!,~l1• .,~11::~:•i!cl : 'j' • ~j~C!;~1~1;~J1

;• !'J,:' j:.1~!i~< !••' .,!! ~ 1~.I ; · i j "< ,, 'i ::;, r· : t

, 'C I L .;, ~v R•,· ~ , . · :, .; ~; 1,·~f<. ··~I · ~ · 1 i, · ; :. ·: j • 1 l . : . · 1 ! 1; 1: 1 : • i. t · ·' • . f .. · f , .. · · ! · 1.: · ! . ,

~~=&~1~~i~~tJ.~1~;~~~~·:i~J~i;~ttJ~'.~:11·[t±~f;~~~,~~1 .OS Prt;~: ,gN~/s'.l:?i::c'i;~i~!i /J t~J?~:~1:::~•1tt••:::~[::r :'~~~·

.LJ ·:·, .1,. ·[. 1 ··· ; . , , ·-·' ,I ···I . ., I . ' .;. . . .. . . ... ' . .

.00~ ~~~~;~~~~~h~~~~~:~~:+;i~-iZ~;~,~~~ • I I • • • o-+ I, i • .: , l:! .. 1 f.1;;.,!~~~~n+:~-t .. ~-.- .- ,~~j"".";};-:--:L~.1: • ! r. t~-:-~ '"':'°•-:-~·:- ·"7•t:-•..,_;t! ~~~ ~ ~-~'!~~~r

.I

0 10 20 30 40 50 60 70 eo so :oo !10 !20 ,,......,. IW'-' .~c

Pcr,:'ljljH1<:::<er Edbzer Sui:ton SUCCESS:v: CALE:-l::l,\R DA'!S 1/an:iel ?>. :> • r .. ~ .. 7::c. . AGE l.AU~l ~~~s; TRAlt<ER 4DVISER MANAGER PtlOT£C£

tr. .....

for both correct and incorrect Programrned Reader responses

in the During and After Phases . The results of these

analyses are pres en ted in TABLES XV and XVI. Note the

striking similarity of these results to those observed in

52

TABLES XIII and XIV. In both cases an acceleration was observed

for correct response rates and no effect was observed for

incorrect responses . FIGURE IX demonstrates this simultaneous

acceleration and maintenence .

Summarv of Results

The results of this study may be~ summarized as

follows :

1 ) the Placement Test is not an accurate inde x

of Programmed Reader parforman ce

2) correct and incorrect Programmed Reader

response rates arc reliably differen t

3) the presentation of a t>ubscquent even t

following the correct Progrur nmcd RE!ader

response reliably accelerates that response

4 ) the withdrawal of a subsequent event following

the incorrect Programmed Reader response

reliably decelerates that response

5) the presentation of a subscciucnt event following

cadh crrorloss Diagnostic Test does no t

rc~liably effect Ding;·.ostic 7est performanc e

:i:ate

6) the presentation of a subsequent event

fol.lowin(J the correct P~ograr,uned Reader

TABLE XV

A Wilcoxon Signed Rank Test fer Differences Be tween During Phase Correct l?rogra m,,1ed Rea der Response Rates <J.nd i\f ter

Phase Correct Programmed Reader Response Rates

53

------------nuring Afte r Rank of Rank with

Child Phase Phase d D Less Frequen t

Sign

Shaupe J--:OS • I . 92· -1 .. lb Io ~ -·-10 Smith, J. 2.31 3.46 +l.15 7 J3ass 5.94 5.74 -.20 2 2 Fogar ty 5.23 4.09 -1 .14 8 8 Howard 4.47 6.65 +2.23 21 Ford 3.58 .74 -2.84 26 26 Godbol·'.: 3.36 4 , 6 J. +1.25 12 Eines 5.23 G.15 +. 92 7 Natt iel 4.71 7.37 +2.66 23 Youn g 5.87 10.10 +4 .. 32 30 t'\l.len 1.67 7.32 +5.65 32 c .. u:ve r 6.17 7.47 +1 .. 30 14 Hathway 6.37 8.57 +1.84 19 Lan<Jston 7.55 10 .82 +3.27 28 Jones 7.49 6.73 -.76 6 6 t-J:r.lght 11.10 8.95 -2.15 20 20 Jeffcoat 7.53 2.52 -5.11 31 31 Fogar ty 12.57 lS.76 + 3.19 27 Beal s 4.19 5.97 +1 .78 17.50 Lee 3.97 5.30 +1.33 15 Ros s 6.24 7.45 +l.21 11 Somese 6.86 8.64 +l.78 17.5 Cray 4.11 4.35 +.24 3 Hardw ic 3.12 s.92 +2.80 25 Johnson 3.39 2.84 -~55 5 5 Webb 4.22 5.84 +l.26 13 Railey 2.43 2.76 +.33 4 Sperring 9 .. 20 9~21 +.01 1 Taylor 6.31 ,._ 35 -1.46 16 16 Bruce 7.25 9.99 +2.74 ?.4 Hugue 15.20 11.34 +3.86 29 Howell 5.38 7.83 +2.45 22

·r = 124*

'l"p :z .o

TABLE XVI

A Wilcoxon Signed Rank Test for Differences Between Dur ing Phase Incorrect Programmed Reader Response Rates and

After Phase Incorrect Programmed Reader Response Rates

During After Rank of nank with Child Phase Phase d D Less

Frequent Sign

Shaupe .Ii .m--=-.02 6-. _, Smith, J. .04 .10 +.06 16.0 nass .11 .21 +.10 20.5 Fogarty .07 .04 .. • 03 10.s 10.5 Howard .28 .06 -.22 28 28.0 For d .42 • '10 ..• 02 6.5 6.5 Godbolt .33 • J. 5 -.18 26 26.0 Hin e s .13 .19 +.06 16 Nattiel • ?.l .01 -.?.O 27 27.0 Young .10 .02 -.08 19 19.0 l\llen .11 .06 -.05 13.5 13.5 Carver .08 .24 +.16 22.50 Hathway .21 .05 -.16 22 .. 5 22.5 Langston .12 .05 -.07 18.0 18.0 Jones .60 1.45 +.85 32 Ivr igh t .16 .33 +.17 24 .. 5 Jeffcoat .15 .17 +.02 6.50 Pogarty .15 .14 -.01 2.0 2.0 Beals • ?. l .24 +.03 J.0.5 Lee .13 .14 +.01 2.0 Ross .16 .17 +.01 2.0 Somesc .08 .13 +.05 13.5 Cray .18 .50 +.32 31 Hardwic .14 .24 +.10 20.5 Johnson .21 .27 +.06 s.o Webb .20 .so +.30 29.0 Railay .04 .02 -.02 6.5 6.5 Sperring .14 .63 +.49 31 Tuylor .09 .11 +.02 6.5 Brt1ce .01 .03 +.02 6.5 Hague .18 .01 -.17 ?.4.5 24.5 Howell .04 0 -.04 12 12.0

T = 216.5*

54

*no't-s"ignificant -- ---·-

FIGURE IX

The effect of simul tnn e ou sly ~err:d:rn.ting arr~ngemE.:nt~1 r:wde to correct nnd incorrect Pr ogr ai'ili,h~c Reade::::- r1?.:=;ponsas on correct and

incorrect ProgramBed Reader response rates.

C.".L£NO,;~ \':ZC::{S \)..,

C,.."') .,.,. .... ,o .. •(ti••<'• ro. '\(:-,,,/' Ct<.1, .. , .... ...... tJ• ""•Ut

4''\, ... / '; ~~'~ A' ~ ,A' P!lil.itCr NO.

M _. L,. 8 l'.2 iG 20

I~ 1?~:~~~Ztl!Zi~::!,·2~·1~gi;[,f :1r~2:1~~~j~:2:~:'.~ft~!~~i$~/,f.!~i:l~r:1~~!:~ j ,r .. ·,,;.,1,,1·'··· t•' ··ln···· .1t,:.,,.tl!. •;· i i.I'· tljf',;1::!,~;l J',:1,•:). ·1;11··:J:· •.d•,I; ., : .;·,··, •:J .. I t

~:'. ... _' · _:_, _ .. ·_~ : •• .. · : ·· : •, 1:.: ·:, __ : :~- . - . ·--~ .. - - ~:, .. _ •.• -~ -· ·.:· .:. ·.:·· ..•. . ... . . .

:,., >-­~ z :: 5 I.I')

I• --... , ""!

~ > 0 :a

60

5

.5

r::t~~~·!:~;/ t~:1;; tt'~!:11 (': j: ,:~:,:11: ~;;. : < \ ! '[:j~i ;) ;:!+J: :~( :h:i:' it ··:0::: : ·; . r·:·::::;r::i --;···:····-i ,=· ·• l······1·•·l t·•··~ 1.L , ·. 4 e .... r:")'.-..\. ,1 ••••. ~ .. ··1 ,··· ,··. '*'·' l ·'·•· ··J··'· ! ' i

0~lf ii:if;i?:~tt;Jx::~)!~:j;•iJ·ft}~l?];;;?'.jiJ~/ P/;~s!;~I9: r.r-····-··'······· ; .... , ... I ... ; ......... t. ........ , ·······j··-··'··-···'···-~r ..... J.-··i-·····1····-·1··- ··1··-··'····-·

~ t~l~i~;~~1~~1~~1 ~;~r'.~~~4:~Jill~~~t:~:1;1::!~:M~1~~m,~~ 00 1 1'~1.1.J·••, .. H,::~~~;1• ,.~I•: •1,ilqJ,.d .~···':•,: d•·il~.;,:, !·,.:·,~rt ~.: •!:·:~ t.,:~,:~: , :-1= ~~. 1.:j ... ~ 11.r.:.' •· :

• • '"""- ' ..... ~. ' I ....,......._,, .

0 00 ~ ·:·~·~··r--•··:+r+~tH~~ ·:·~~~ '.··~~r:·~·~f-t-."t ;-;·t!~ t--::-nir~~~n~t-:+:-:-r:-:~t~~ :--:1~~:"'~

0 !O ~o 30 40 50 co 70 ... .,.I" ....,-., 90 !CO no !20 130 1..:;o

..,I ~I ~. ,..., ~~ ~j

~'P~t.. ::~ ~l:°t":0:') ~UCCE.~S!VE CALE~Ci\R DA VS }:c-:':"Z!cl ~ ?.~. Cc:-. ? .. ~ .. :'nc ..

MO;iM~.,-r-~t!/uH;'.A A.lV4~£,t IAMlAC.:a i"il~i£.::..: AC.ii: l,.l.i.iL

V'I V1

56

response reliably decelerates the ignored

incorrect response rate

7) the withdrawal of a subsequent event following

the incorrect Programmed Reader response

does not reliably affect the ignored correct

response rate

8) the i:.ermination of an arrangement made

following correct Progra..'funed Readet· responses

is associated with a subsequent acceleration .

of correct Programmed Reader response rate

9) the removal of an arrangement made following

incorrect Programmed Reader responses is

~ssociated with a maintence of incorrect

Programmed Reader response rate.

Chapter III

DISCUSSION

The issues with which this dissertation is

concerned m~y be pooled into three major areas :

1) the d<:?rnonstrated 1.1tili ty of free operant

techniques in the measurement and analysis

of programed curricular material

2) the effects of reinforcement on programed

instruction response rate

3) the concurrent nature of correct and incorrect

pJ:-ogramed instruction pm:-formance .

As was pointed out in the Review of nelated

n.esearch conc~rning the evaluation of progr~rned inst1·uction

?CrfcL-rnance, there is a remarkable lack of prccisicn and

sto.nd~rdizati0n in the .:.n<1.lysis anrl evaluation of. progra;11ed

instruction material. Indeed, in most cases, performance

on the p~ogramed material itself is rarely used as the

dependent vari ab}•.! in thG 1.·8por<:.ed studies.

Th~ important difference in using free operant

techniques in the analysis of programed instruction

perfo8nance is primarily in the use of direct, continuous

recording of all pupil performa:r.ce.

57

Markle ( 196 7) , f,tager (19 61) and Trow (19 63)

emphasize the importance of using measurable behavioral

objectives in the evaluation of any performance. In the

58

usual situation, however, the response required in the

curricular material and the response required in the evaluation

are not the sane response. It is obvious that the researcher

cannot evaluate directly one response by measuring another.

He must be able to record directly the responses being

observed if he is to make meaningful statements about those

responses. In th.is study, all responses in the ProgrlUmned

Reader and in the Diagnostic Test were continuously and

directly recorded. This recording procedure allows statements

to be made regarding the compatibility of those two portions

of the Sullivan RGarling Progrum. --- --The direct continuous recording also allows a

precise statement concerning the relationship between

correct and incorrect performance rates. ReHearch reports

(Holland, 1965) traditionally report only percent correct

and percent incorrect, forcing the two measures to be

complementary and pooling them over time. This results in

a tremendous loss of sensitivity to behavior change (Lindsley,

19 6 7; Hol zschilh and Dohhs , J. 966; Koenig, 1967) • 'l'he

ccntinuous, direct, daily per~ormance rates give both the

teacher and the student imrnediate knowledge of performance

in all phases of the programed instruction performance.

In this study, the direct con l:inuous recording

of progrumed instruction performance riltc demonstrated

that:

1) performance rates on the Diagnostic Test

were reliably different from perfocnance

rates on the Programmed Reader

2) correct Program.~ed Reader response rates

were reliably different from incorrect

Program.11\ed Reader response rates .

59

In addition , a traditional pretest-posttes t

evaluation of the Placement Test indicated that Placement

Test performance was not a reliable index of where the

child performs in the Progrnmmed Reader .

The Effects of :Rrdnforcem8nt on Progr &.mmed Reader T:e:rfornvmce W. ~ ... D __ _ _ "" ,,__,._.~ • ._. ..... ! e 0A oll_ .. __ .. ..,......, ~,-- - - -· - - - ... - ... -r

The question of reinforcement in p r ogra.11\ed

inst~:11ctio!l. hns traditional J '! be~n discu .ss .::d i::-ot\ a

t.heo:i.."etical point of view. Bypassing the theory , wi1ich is

not relevant for this dis cu Hdon , and examining the experimental

methodology found in relevant r,3ports in the literature ,

it becomes again apparent that only rarely is the dependent

variable in such studies pupil performance (Johnson , 1969 ) .

Generally , a criterion is administered, either one nadc

cspeciallyfor the purpose, or one of the standardized

tests ccmmercially available . In no cane did the writer

observe a direct continuous measure of pupil performance

rate in the within-subject design type of experiment . The

between-subject design further reduces the likelihood of

those reported studies finding change , should the£e be one,

thus increasing the probability of Beta error. ·rhe within­

subject design has no such sensitivity drawbacks . Studies

60

utilizing thew:ithin-subject: design with free operant recording

techniques have been able to show not only that n change

occurred with respect to some experimental variable (i.e.,

the presentation of a subsequent event followii~ a response) ,

but they were able to show the precise daily fluctuations

of response rate associated with the experimental conditions

in effect (Johnson, 1967a , 1967b; Koenig , 1967; Haughton ,

19 67) •

Using the above type of <le3ign, this study

observed :

1) the presentation of an experimen1~ll y

selected suhsequent event following the

correct Programmed Reader response al~ne

accelerated correct Programmed Reader

rGsponse rate

2) the withdrawal of a subsequent ~vent following

each incorrect Programmed Reader response

alpne decelerated incorrect Programr.1ed RGadcr

response rate

3) simultaneous presentation and withdrawa l

conditions both accelerated correct Prograramed

Re,Jder respon;;c rate and decelerated ine:orrect

Programmed Reader response rate

4) the presentation of a subsequent event following

the correct Programmed Reader response

decelc~rated incorrect Prograir.mP.d Reader

response rate

5) thG withdrawal of a subsequent. event following

Gl

the incorrect Programraed Reader response

did not reliably affect correct Program.med

Reader response rate.

This study also examined the effect on subsequent

pupil performance of terminating the reinforcement condition.

The results are nost interesting :

1 ) the r.enoval of an acceleration consequence

foll.owing corre::=t ProgramM.ed R~ader responses

accelerated subsequent correct Programmed

Reader response rate

2 ) the removal of a deceleration consequence

following the incorrect Programmed Reade r

response did not reliably affect subsequent

incorrect Programmed Reader response rate .

This result is remarkably similar to an effec t

experimcntallyknown as "behavioral contrast 11 (Reynolds ,

1961) . There are , hm1Gvcr , cartct.in dissimilarities present .

In behavioral contrast , the effect is noted following the

acquisition of a discrimination . In the present situation ,

no experimental discrir:\ination was trained. However ,

response diffe.r.cnt.iation between correct and incorrect

Programmed Reader r~sponses was established. Whether , in

the present situation, this respons~ differentiation provides

the conditions for the nece3sary stimulus discrimination

to occur is not cJ.ear. Proper schedule inanirulations t o

replicate the phenomena within each subject were not

performed . It can only be noted that this is a behavioral­

contrast-like phenomena and deserves a th0rough syste~atic

investigation .

62

Such an effect has been noted by other researchers .

Lindsley (1969), Koen~g (1969), and O'Brien, Azrin, and Henso n

(1969) report observing the acceleration. Lindsley calls the

phenomena ''after effect, n which, on the basis of present

experimental evidenc~ is proLably a more accurate descriptive

term than is ttbehavioral contrast . "

For the teacher , this moans that a subsequent

event may be arranged for use as a tool to investigate

a rate change , and need not necessarily be used to maintain

that change . In fact, it appears that any particular

arrang0ment raay serve to limit operant strengt.hening if

left in effect too long. More research wil l be needed to

determine the guidelines for terminating acceleratin g

arrangements at the optimal ti,tle for maximal maintt:mance

of the movement .

! .~~2!!..1:..~.!:!.~9?!~r_e_c,J:_<2nd . ~~co~_r.ec~ Resp,onse s

Nowhere in the li tcrc'lturc did this researche r

encounter an experimental discu!3sic'i1 of che behavi ora l

relationship between correct and incorrect response ra t e

in progra.-n.ed ins t:ruction pe:t:formanco . Glaser { 1965 ) an d

Holland (1965) both provide ext8nded disucsGions on err or

responding and error ".rate , " in t~rms which are ac tua lly

not rates but absolute numbe.r-s or perconts . Narke l (19 67),

writing on the cmpir:i.cril aspects of program evaluat ion,

presents a similar analysis .

This study reports not only the effects o f

arr.angcd subsequent events for correct Pr.ogrammed Reade r

responses and for incorrect Programmed Hea.der response s,

63

but it reports the effects of an arranged subsequent event for

correct Progra..-umed Reader responses on incorrect Programmed

Reader response rate and the effects of an arranged subsequent

event for incorrect Programmed Reader responses on correct

Progrrunmed Reader response rate.

The changes observed indicate that correct

Prograrruned Reader responses and incorrect Programmed

Reader respons.3S function as concurrent operants (Catania,

1966). Ferster and Skinner (1957} define concurrent operants

as ''two or more responses, of different topography at least

with respect to locus, capable of being executed with

little mutual interference at the same time or in rapid

alternation, under the control of separate programming

devices.» Educationally, this means that correct and

incorrect responses are not complement~ry movements with

respect to their contingencies. This further means that

measures forcing complementarity (e.g., percent und

absolute number ) are not only insensitive to behavior

change, but inappropriate £or precise and accurate statements

concerning correct and incorrect responses.

·.rhe great majority of research available on the

natm::e of concurrent operants has been done \·Ii th non-human

vertebrates, chiefly the monkey , pigeor1, and rat. One

central experimental problem in studying the exact nature

of concurrent schedules of reinforcement. is the establishment

of the independence of the concurrent operants in question,

whGth~r they are com pa tiable or incomr.,~t tible. Procedures

to insure thin independence arc introduced primarily to

avoid concurrent superstition effects (Catania , 1966,

64

Ferster and Skinner, 1957). Correct and incorrect concurrent

responses, even though they arc technically incompatable,

viz, they can't occur at the same place at the sar.1e ti~c,

are not independent, as shown by the data presented in

Tables XI and XII. Specifically, the conscquation of the

correct response results in a siMultaneous deceleration of

incorrect response rate , but the.deceleration of an incorrect

rcspo~se has no noticeable effect on correct response

rate.

This study employed daily plotting of correct and

incorrect response rates. This allowed only a coarse

grain analysis of the concurrent operants and therefore no

local interactions (variations in perfornance rate as a

function of switching from one response to the other)

could be observed. The only statement that can be made

concerning correct and incorrect responses in this study

is that they appear to be concurrent operants . Recordings

of individual responses will be necessary to uncover further

infor~ation conccr~i~g the exact behavior of the cperants

with respect to each other for various schedules of

reinforcement.

Chapter IV

S t.r.'L1-1ARY

There are apparently no published reports of the

cxperimerttal analysis or evaluation of curricular materials

in which pupil performance rate, directly and continuous l y

recorded , was used as a dependent variable . The present

study applied free operant methods to the analysis of the

performance of 59 reading disabled child:-:en en the Progr?.m.med

Reader of the ~ivan Rcacling Prog~ . A within-subject

design allowed an experimental analysis of each ir?.dividual

child •s performance . In addition, par.ametric and non­

parametric statistical analyses were performed on the

grouped data .

The extreme sensitivity of the direct and

continuous recording of pupil performance rate as a dependent

variable in the analysis of programed materials was demonstrated .

Fur.th.er, the efficiency of various contingency arrangements

was cx;:tnincd . I~ 211 conditions, the r,resentation and/o r

wit:hdrG1wal of a subsequent event prod~ce<l an obs1;rvablc

change in performance ra~e .

The £esults of the expe~i~enlal proced~res used

in th0 st~1dy ·t,ere discussed in the light of their strong

s.i.r..ilaJ:i ty to re::ml ts observed ,,.,i th non-htc,t,n subjects .

In particular, the concurr~nt natu~e of co~rect and incorrect

GS

responses was discussed, and the need for further research

to uncover local inteructions for various contingency

arrangements was pointed out. The study also noted a

post-reinforcement condition (after effect} similar to

the behavioral contrast seen experimentally with animals .

66

AP't>F.:NDICES

APPENDIX A

A Sample of the Progr amme d Reader from Series I of the

Sullivan Reading Program ___________ ,...._

I l I

l I l

l !

passing

f gster

block

skirt

no

J . ." I . I ........,,,. ___ ~ . --- ---·

The red cor is pass___ the big car.

The red car is f_ster tr.an the big cor.

Jock ond Jill arc dre.;<;ed up

tc visit Sam ond Ann. Jill ho~ en

a red wig and block glosses.

<red Jack hos on a mask with whiskers.

black

< sMrt Jill's has stars Qn it.

skir:

Jock ond his sistar hovo o presen t

to cive to Sam <1nd his sister.

This i~ the prcsorif.

ts it a bonono? yes

r.o 93

69

Jill

yes

Jock's

yes

Jock an d Jill ore with Som and Ann. V/hen

Jock and Jill rang the bell, Ann le t them in.

Which girl hos on glosses?

Did Ann ge! the present?

Jill

Ann

yes

no

/\nn /honked Joe~ and Jill. Then Som

passed o dish of mints. Jock hod seven

mints, JHI hod six, and Sam hod ten.

/ Sam's Jill is<.,___

Jack's 5ister.

yes Are Jock and Jill visiting Sorn and Ann?

no

70

ior

' letter

hand

I om thinking of o :hing thot is glass

and hos jcm in it

< <:or. It is a •

rar.

I am thinking of o thing that hos

a stomp and printing on it.

I am thinking of the part cf my arm

tho t hos flng ers on it.

I am ihinking of my _and.

The t:lings I om thinking of ore port

of o oird. A bird con flop them.

It hos !o flop them to fly.

I am thinking of _ in91.

71

96

APPENDIX B

A Sample Diagnostic Test from the Programmed Reader

TEST 6

1

a 1_r

2

I

0 C r o st r on rm

Sam went to the p_ rk ond sot in the

gr_ ss. The gross left o m rk on his pants.

A man passed by and fed p_ d of a crocker

to the birds.

Sam let the birds sit on his _rm.

Are Sam's arms part of him? yes

no [ f-' r

73

f

l

APPENDIX C

A Sample of the Placement Test of the

Sullivan Reading Progra~

Samp le Pa go

------------ - - - - -·

Am I on ont? yes

no

<hot.

tam a cot.

Am 1 fat? yes

no

I am o fat __ at.

man.

This i!. o~pan. can.

75

TEST 1

This is Sam. This is Ann.

Sam ond Ann <:an sing.

Is Ann singing?

Is Sam singing?

yes.

no

yes

no

yes Is Sam sitting?

no.

hot Som hos o < on.

mot

hot. Sam has a fan in his~h d ... an •

That is a p_n in Ann's h_nd.

76

2

77

TEST 1 -·--------"""""':----------------l

hot

mat

cot

pon

pin . pig

2

-------·--------:----~---·-------3 4

can ~-'ft!:~~7 dish

fan ship

ton mops

5 6

~ an _nl a _on

o f_sh a h_nd

1

\, I/

~11)\' w/

3

bot

bog

pig

TEST 2

kitchen

kitten

mitten

0 _ing

rat

mat

cot

trip rip drip

J_ps

78

APPF.NDIX D

One co :-11plete Precision Teaching Project for one Response

80

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::f:: : .4:: ,.t:: , , :: :.•:: l ..... ...,.,!_..;~~~1:1www..:· i:i•,mr:,ww;m:,..,.-.,.•-• '•·ll· -=,ann.;1,.··u.a..,.• • .,·"'111,1.,i::,.;,:e1xr.1P,.. :H',ff l:.tl:'£.: IIC""' IV""' .,,... ,cr,,.P' .,~. ~ >"° ."1i TR'( -·-·.,·-f1N-01T, •"" : ,J~ :f:,::3 :V"f!O ~•' " • M"Jf:: DWf<J,b,:: ..::IS.,,.~~

i«:CD'(), ,_,« : If' . ..... ..... : •"' f' - !"""OC.:: ....,.rPJC'l'I"<' ff~

, _ ..... ,If. '""' ,.,,,. , ••• ",c,t ~ ·"'~: : ptt:fl"'_...-i< ~

~~ .. -~.;; ,,.,0 :r ;fr# P"'-"'I! ll<l'l<H':I ::: ..,.,,..,...,,,.,..... ~ j-•,a;,"" ,l... ,,,. ..... ,.,~ ., - pw<O....:: ,,,.(11,.,..... ..... ~~ :I°": :r'! .~ ,•~ f'ICt'E1l<"t<JIII;, .:; ~~~

r,_,:~~:~:· :=:: :: ~: :: :;: ~~.: ::::

ure:nvt: ... ...- ;O•: :J::: : i :: :i:: , !l:: :~:: :6 :: .,,._

IIUl}:(':X '"Im :!!:: ::I::: ,,,1:, ,,l:: :~.:: :lb ,S:: ,.:d,

Wl!"'I -.0:'8 :lb :.~:: :4:: ;~:: :~:: ,S.:: :'s:: ~

!Ht,,V'Who-1,::: :II::

..... :-'::: :ii:: ,.l:e

~Qll\1) ~ ,~, ""'1"!'. ~ ~

-- -=t ..;:.~ -;An:-~

:0 :: :!:: •i:: , A:: :~::

tl'U'.~o••,l'::: : K:: :+.::

..... : ~:: : .l :: ' '"' ;!I,:,

,., ::

:~::

:!b

: ~ ::

; ~ :,

,:s::

:~:: :~ :

.~.:: ,,. ... ~ ....m, ,4X1.

:1':: ,,.,, , •. ,

:ll::, :~.:

lJ"fJJ'«I· •""'. , .. o.:.:.:."-.;':.:.f:.:.·'.:..' ....;.'::.!:.:"----'-':;. ·•:.:."-':.::~"'.,"-, ....;.'•:;.··;.;."-''"'~'"'""' --'~'-- l

.t0:ll,.t1'ln<H · rnl:CI\.: ..... rl..+: Cl! 'D o4'!!'! ~: ~-i,,, "I:: ~: - .:.;.:

0 ... , 4: :

. •.:

~""""""..:= ~ ..$

:?'.::

.l,. ,

,!I.:: :~ ,

,•:: ,s ,

• ••

,0:.. :

_ .. • ~ Qll.. .cq;o..

~~r. "11·w:--~s .. .,. -,wi=1ma:,;oi9..,-•',:1

.,,; ·,,,.;·1: • .t·,;·,.;.;..:,·.;,::· . tol:.T lfn:t .. ,~,,r: ,ou,a. 0 ,: ,,::, : , ,, : •• ,

'<(Tfr,w:tfv'I)~, ,,.,: :t::

::.::: :~:: :l:: :.&:-: ,:1::

:'!:: : t :: · ~

~ ~--Fl,

,~~~~-:...,-.: :~ ,---~;-;-;,, ::::, ""' '"" ::::, '"" ,.,;; ::::: ,..,! .. '"" .......... ·..:::~ .... ._""' .............. ·~---·.1L1.·-.. · ..,.·1t· ... -.... ~._ .. ·•::..; ...... ;,g...a

85

tt• ... Get ger ,f:,h:ts on Sl'tP l nc ,,,., :H, , ~

-,.1,.. ~ -,,~m r- ---.__......,,tJ..,-- -, ~

~rttJf Itf r mtr~i1~ttE~If If:tIIt)Jf r111r ir~tmrr~~;~~tt :~~ftIBiJftt~~tii~~tf Jtif rirr~~tf Ittr~ir~ttf t ttI@itif J; : C'l"'=- """"'~ .:.:..r~t~ l:M~ -=- "''*'....-~~t;m ,7ri~·nm.~.c-..H!~ ·· .

. {ft·~ "> ,s:'I ~ ..,. ;:::JP"~;.;;;ot·~ .;........ W, d' '~' I'> ... ~ S't'•~i,.>'d ~~ ~ -

·v ::'i' '"'i "'i' '"• "'i' '''* ""' ,, . ., '"t' "* ",' "'f' ,,._, ::,., ..,. "'f' ""' ,,._, :·1; "'I' "'l' '"ll' "'-' :::f '"' "'f ::·t: "f '"O' '"I' ""t' "l' ""' ::9: "¥' "f' "f' "o "'I' "'f ,::, "'f :::f ""i' "'P' ::·i' ::·t· "'6' '"I' "'t' --3" ,,,., "t' "¥' ::7: "''

·:ii " ' i' '"i :::;: "'4' "i' "i' :::.;: ::·4: "'f' "o' "'i' "'t' "I' ";f' ""II" "t' "Y' "t' "'f

·;; "'i' '"i' '", "'• ,::s ,,,., "'f' ,, .• , ,, .• , ::·o' '"•' ~ ::·;= "4' "•' ,,,, "'' "•' .. , <fl

~ ID 'o '"i' ·, "', '"• - " 'i' "'t' '"i' '"i' '"•' - -- -- -- --- --- -- -- -- -::;;: '"i' :::;: "T "'c' -- '''i' "•' ::,;: "•' :::; ~ ::o :~~,; ::~; .;::; :::~ ....,.., =:=t~ ::~ ~;:r ::·;; :::;: ::o~ ::·1: ::%: '!!,~ ...-,.... ::,~ :~·,: ::,: ::'i~ ::, a:

--;; "'i' . .. :::;: "'i' - ::·.- '"i ::·-;: '"i' '"i' ::·o= "'i' ''·t' ::·;: "•' - "•' "ii' ::,;: ::,: ..,.. ~ (1 '"I' '"% " S ... , - · · , . • • ._. ---,- "t' .. ~ --o· 'T " 'i' "'i' "'t' ""' ::~: "t' "1' "J' ' 't § ~ {ji -~~,- .... :~J ~ ... -~ ~iliJP ~ ..... .. ... ..,.., 'IR,\1 ,UIS 1'Ui~ .. ii,i.,i ":,;,;,a~ ..

i :: ::::: ::: ::1 ::; ::: ::: :::, :::: ::: fff!:: T p i:: '.:: !:: !;. ::1~ 'v '"i' '"i' T ;;:;-- ~ ::·•, 7 ,7 :'."i= "~ 7: '::T' :;-;: ~ ~ ::;- 7:,: :.,- ~ = ·:·+; '"I' "l' ·::s· ""• "1' ::·,, ' '"-t' ''f' "f' "0' "'f' "l' "°'' ::4: ''f' "f' "T' "f' "f = r:rrr~ \I :t :t I :I fif Tf~1f I[~l);

ia'. "" <'«R's ~~ ""O! C.X, , iJO" '(,U ~«JO" If,$'-< ioi-""° ~ ,.iJi> ;i.e<t' ~ - ~"Z- ~.. . = ~ .. ·_ J-l<M~ll'i ~ 'l'O - ~ i,i,r,itf ""• ;a-.... 1:'fa ;,;.;;.;, ~ ;;..;o )ii><-" ;;.;ii,tt .,;,s ~~ iii:/'-;;. = ~ iv~·-, ~ ~ ,._ ... ,m, ;~ ~ 'o'U' ~·,;; .... ,;:.·« ~;_.:.c, "1k"' ;;,ro if.i(,c' ?'J.'.:.U......, r~ ,.;,'~ eil'i! f>t

• Clia2! ~~ ~~:~4.Ji91EI M,JM. . M . /! ·nm..:i:L ..i:isi:o.iitat\.~~~~~·~ :.;,'.!f..;,:a.r.r.;#, ,A•~P:.-,...i~ ao,:'r.,." ·-~ ,1 i " t 'i,jri '/,ij,MJ 'i<i,i,s ::~ ,,~ v: ll lct t'U>i " " :: ::: oo,,tt!lt't(( S-' :.;;ii ~ 1t't';,....,.1 "'"'\"~~ ! ' ¥.ii ~ .,..

i ' 'Ii "'I'. "'i' ::·1: ' "'' - :::;, :::4: '"f' "• ' "f' Tir.~ ::: :: iOf ~ 'iiiit 'i-'li' ' 'i:i :;:;; ~ '7'

w .... iii

;~ :::1: "'f' ::-,: ::··· ..... ::~ "f' ,,,,.. "'' "'II' Sl"!Call.' ~ , ;,;,;;r .;.,;;;. ~i:i,ii, :;;;: 'iiii :,:;; ~ "!" c,w·~: ~.s ~~

·~· l!1l ;,;;;... ;i);8

;j,ii:,, ''?' ~"r

''·•·····::·:·~~~~~ ~;;i~~~~:::•:;~t= I-'.'.'.'.: ~ .... _:':".' :- ',;.i;. ';,;.;i. ';iv ..... :;;:: " 0' "¥' ' 'I!' :,,: ::1: - ::11: "t' "'' ::1: ::1·

:. : •· .. ·,;.·' . ·~· ·-·:;. . . ......

_ .. :.:~_:.::::_.:·_. ----=:::...::_:....;:~'-::_:._,..;;:.'..·,· ____ ,_~_--_,.;.:;_,.·· __ ,z_,:..i. __ "_"_'_""""_._- _•_ "0' "f' "l'' ::~: "•' - "'' "f' "t'' "I' ::~· ~ 'ii"'*- 'iQ ' ;t,:,:I" • ··- ,.,,.. ·- o-,~ i't i:RS" tit sin'i ::.;: :,:;: "'7'S :;;_... ~ ~ ::::: ::~: "¥' "t'' :: s: "•' - : .i,: "f' ::y: ::r,;: . "Ii .'4'HaJIS-.. - -. . -.. -oo-s-.n:-.. -.-,.-.• -.-..,.-----"-.,-,-,-,,.-.,--,~~ ';;;it. "I'' "l'' "'' "•~ """"""1, "'' ""'' "Ii' ::w·

"ij' "¥' "f' ::,, ::~: " !I' "'' "'' "•'"' ::;

;:~: "f' "f' "j' ::~: - ::.-: "t"' "'' ,,.,, ::·; "o' ::;:, "f' "¥' "•' ...... " "' "W' ,,,, "t' "' · = ::o: ::p "f' "t' ::~: - ::1: "II' ::y: ::r: "•

"I>' "I'' "t·: "9' ::.;: - , ... , "W' ,.,, : L..::! rriii.nwita:o ............. .. :: : :;

~ -: . .... ~-... :: :~: : :~·.-: Sft1f; .:: ! .. . .. :: :~: :: :~ ~

' 'tF "f' '' t' "f' "•~lT"W«.'f, , .• , ''I'' :·.-, :-~

' ' If "F "f' "¥' ::i: - ::r: "ll' ' 't'' "'' :::, "Cl' ::i:: "f' "t' "ii' - "Ii' "t' "t'' :·.-, ,., "If "l" "f' ",' "•' .... "t' "Ii' "Ii' "•"' "ii' "o' "t" "f' .. ,. .... .,.. "r' .. ,. "f' "•' "• .~~n

~ Nol LEAO P£NCIL

.... ::o: ::i,: :::t: "''

~ :co: "*' :;l·: ::,, l:

:: :: ;

NAMtt, , , • , , , , , ._, ,J10

1H

11t

1s

10,»

1 ,,~,, 1111 t.~t •• t

::t: ::t: "'" ::1:: ::t.:

::1: ::¢: ""' '*' "'' ::::: :::::

IJ"4 0 ~1(AM(l1)

::o: ::1:: ·- ::J;: ::t: ......

::o: ::s:: ::t;: ::t: ::•: -- ::t::

::$:: :,ll;: ::T:i :~ ::t

:ll:: - :'I'::'*',,. ::$:: :I:, ::f:: ::t: ,,_

86

·,•.:.·.····>~~- ·.;,pj· .. , "'" :1:: ::t:: :·~ =

-··w·s:i~,-..·PM .. ·;.;,;.·~{ ······=z:..iki.Z~·r,;:;····· ·· ............... lrG~;.~ · -:,oa.lL:!t:Wl!TY : :(Jl:- : -~ft·

::::: ..... ..... ..... ::::: ..,.i._.....;,_ __ ,_ ,,_"_' - "-" -' -"-"-' ---"-"-' -"-"-' __ .. _ .. _. -"- '"--"' " ~ 0-:ASWC ;,o. ,<tft& ,,..,, !ff d!)Olll"'ftfl,IP ,,- _,.-, ,_-

o:o: ::1:: ::i: ::3: ""'

::0: "'"' ::t;: ::t: ""'

::0: ::t: ::t: :::9, ,,,.,

"*' ::I!:

;:O:

::0: ::f:: · ::I!:

::0: ::t:

:::,, ::4:

::ll: ::•: --

::a-, ::t: ,,,., ::a-: ::t,

:::I:: "*' ::!f: ::9': ::!I:,

t:O: ::t: ::f,: ::e: t:tt

::0: "'" ::!: ::t: "'' :,0: ::8: "'·' ::I: ::I:

::0: ::11:: ::!: :,I\: ::t:

::0: ::I:< :;le: :: It: ::It: - :: I: ,,_, ::P:: ::I: ::9::

::::: ::::: ::::: :::~ =~::.

::0:: t:I:: ;:t;; ::Sc: ::<I:: tt•t ,,:: :.i:: r.f:ct ::I:: ,,. _.

::0: ::I:: ::t: ::~: ::4:: .... ::(I:: :'1l: ,,r,, r.t: ::,

'™" ,:0, ::1:: :ell:: ::>,: '''" .... :S,: ::t: '"'" '*' '* ' :,0,: ::1:: :.It:: ::!I:: ::t:, ::&:: :I:, ::f:: ::D:, ::t: -------------~ :;0,

,:0:, '1W

"'" ::t::. ::!I:: ,,.,, .... ::,:: ::<!:, ""' .~. ,_.,_

::I:: ::.?:, ::l:: :,4,, ""' ::5;: :=',: ::f:: ::f-.: ,,, ll$f 01 Plloon.-1'mXJP >

""' :1:0 ""° iw -1:IO: ~ ill): s~ = ~ ::_o_,~'-'-~-'~'-'t_'~-''-~-=~=-,•-·---"""~~'-'o~'-'-''-'~-"-"-'~'-'•-·~-·~~·'~.;._~-...,~·~-'-~~'~'~:o,-·~-'~~'~'-..,-'~~~-'-~-'~-'«<~~'-,o,:~ :clJOSS A. lllXMUffO •.. .. i.,<f ~ "°'~ :,d :co: 'l•• :,ll: ,.,., t:,,I', t<,-f ...... ~ ::::: •...• -··• ....

:t.M1' O>fl.['Tll): MAOI::'::; ..,.C _,,,,,. ::W., ::I:: ::l:, ::>.: ::tc: o6a ::": ::l::

-'~ ...•. w,,! ~ .. ..- ",r;t>9-,;.11.:#",,,,,,. • .,a ,,,,.~ ~rt'ld t~::: ::-::: ""'I,,.,. ,I)<,

~--'-t()f<-... -:1)«<£-'-""-·'-"'°'-·--·~---::----"~-~--'1ir:::: ::~--...;;;;-;;;-. __;_....._::·::--, -'''-~-::-; -::-:-:-::-'.:---: :-::.-: -:-::-:: -::::

0 ~

0 -

(')

87

APPENDIX E

Performance Rates for All Children Participating in

the Study

H:ACHER

Ct-i ru.: W ltt,MS

$RP - CC s ru>-l)C SRP-/~C SRP-[3 [ SRP-D l SRP-/\l

2 . 7( 9. 90 l3.'1C C. lC c . so 0 . 20 4 . 30 e. 30 l 2. 5 C o. co 0 . CC 0 . 33 .'J. 80 ~2 . 90 13 . 10 l) . 2C o.oo o . t3 5 . 7 0 9 . c!O 12 . 10 C . 15 0 . 25 o. o-r s . ~o 15 . 8() 12.30 O. C5 (l . 13 0 . 13 <t . 3 0 S . 20 7 . 80 o. co 0 . 1-:C 0 . 27 4 . 10 13 . 60 6 . <JO 0 . Cfi 0 . 07 0 . 47 6 . 60 13 . 10 9 . 30 C . 10 o. uo 0 . 31

11. sc 8 . 20 0. ') 5 0 . 27 10 . ~G 7.60 0 . 05 0 . 20 10 . 60 0 . 00 13 . 00 o. co

4. CG o. co

STCRCH

or- Re OT-OC OT-AC

2 .4 0 4 . 28 6 . 00 3 . 20 7.00 10 . 00 2.50 7 . 33 10 . 00 3 . ('0 s . co ·r. so 2 . 00 7 . CO 3 . 00 4 . (0 4 . 33 8 . 0C

12 . ao 2 . 55 5 . 00 3 . HO 4.CO 5 . 00 2 . 80 5 . 00 5 . CO 4.00 4 . 40

OT-8I Of- OI

0 . 20 0 . 71 0 . 66 1 . 33 0 . 5:) 1 . 33 o.s c 2 . 00 c . 50 2 . 00 o . oo 0 . 30 o.oo 0 . 00 0 . 80 4.0 0 C. 80 0 . 25 0.4 0

Df-l\l

C . 50 3 . 00 2 . 00 1 . 50 l. 50 2 .. 00 0 . 50 0 . 66 0 . 33 1. 00

c;; I.:>

TE/\CHER

CHILD THOMAS

SRP-SC SRP-CC SRP-AC SRP-BI SRP-Oi SRP-AI

2.70 7 . 20 5.70 0 . 80 l. co o .s3 4 . zo 3. uo 4.20 0 . 05 G.15 0 . 60 5.30 5 . 30 8.70 l. co 0 . 35 2 . 30 1.20 5 . 7() 5 . 70 o. co 0 . 25 2 . 20 4.20 4. 30 3. 10 0 . 30 O. C6 o. ao

12. 00 c. ao 5 . 70 l. lC 0 . 53 0 .1 3 3.30 4.9 0 5.60 0 . 60 l. 40 0 . 06 4.40 9 . 90 6.00 0 . 90 L CO 0 . 13 4 . 90 5.5G 0 . 45 0.33 5.90 4.80 1 . 60 0.20 8 . 10 4 . 00 l. 70 0 . 20 6 . 90 4.80 0 . 05 0 .46 7.60 0 .4 5

STURCH

DT-OC OT-CC OT-AC

2 . 70 2.85 3 . 30 2 . 50 4.5 0 4 . 00 3 . 50 2 . 70 5 . 00 L 70 s . co 4.00 2.87 8 . 00 1.00 5.00 9.00 9 . 00 5 . CO 6.00 4.50 3 . CO 7 . 00 4 .2 5 9.CO

DT-81 OT-DI

o. so a. as o . 75 c . so 0 . 33 0 . 25 0 . 75 o.oo 1 . 25 1.co 1 . 00 1.00 2 . 00 a. so 1- 30 1.00 1.00 1. 00

DT-,'\I

l.30 LOO 4 . CO 2.CO 1.00 3 . 00 2.00

~ 0

TEt.CHE~ STORCH

CHIU:: L£.SC'-.JE

SRP-~C SRP-CC SRP-AC SRP-BI SRP-DI SRP-1\! 0 T-3C

1. 90 8 . 50 13. 7 C 0 . /1 ('\ o.co C. 94 2 . ro 5. ! 0 6 . 6J g • <; C 0 . ,,o o. os G. 1'3 ) . BO 5 . ?. ~ 3 . 3) 8 . 50 0.co o. so 0. so 2 . 00 3 . 40 7 . U() 9 . c;o 1. <JO 0 . 30 0 . (,0 6 . 00 ,, • 8:; 1t. 20 s . 20 ( 1 • 20 0 . 13 0 . 40 8 . (0 3. JO 7. 70 s . 10 0 . 30 0. 13 0 . 0') 2. so 4.60 1t . 5 0 5 . 60 0 . 4(' o. oc, 0 . 2 0 10 . co 5 . 7C:: 13 . 00 7 . 10 o. nr 0 . 50 o. so 2 . 70 4.bC 5 . 30 0 . l ~ C.08 l.GO 7 . 10 8 . <;C 0 . 50 2 . 80 2 .1 0 4.60 10 . 01 0 . l 0 0 . 4() 3 . 10 l] . 0 O 2 . 10 0 . 3C o. oo 4 . 00 5 . 50 0 . 10

OT- f,C OT- AC OT-SI

6 . 0() It. 00 0 . 20 3 . 70 4.50 1.20 5 . 70 6 . '.>0 Q. 40 3.CO 5 . 50 1.00 4. 00 4. 50 2 . 00

11.00 6 . 00 2 . 00 l. 60 6.50 2 . 00 2.co 3 . 60 1.30

0 . 50 0 . 20 2 . 40 2 . 50 1. 00

OT-DI

0 . 50 1.co 2 . 00 0 . 25 0 . 67 o.co 0 . 80 0 . 50

OT-AI

C . 50 o. oo 0 . 50 o. cc o. oo 2. co o.oo 0 . 33 l . co

\::)

.....

TEACHER

C 1-i r LC KLECKLY

SRP-BC SRP-OC SRP-AC SRP-BI SRP-01 SRP-AI

2.2 0 3 . 10 1.10 0 . 15 0.50 O.DO 2.90 5 • . 50 2.50 0.10 0.25 0.13 1 . 0 0 Li. 30 6 . 20 o.uo 0 . 20 0.21 3.00 4.30 4.90 0 . 1~ o. l? 0.13 7.30 3 . 30 2 . 10 0.40 0.20 0.07 4.~o 6 . 40 2.30 0 . l 5 0.2c o.oo 3 . 70 4.20 2 . 50 0 . 20 0 . 20 0 . 21 3.60 5 .7 0 0 . 10 o.5o 4.70 2.10 0 . 20 o.oo (). 20 2. l O 0 . 55 J.20 4.60 a. oo 0 .1 5 0 .01 7.20 4.60 0.20 0.53 5.40 0.10

STCRCH

OT-BC OT-CC f)T-AC

1.70 7. G 0 3.60 2 . 00 8 . CO 4.00 2.20 3.20 4.00 3.00 3.50 5.50 2.20 5.50 3 . CO 3 .7 0 4.00 5 . 00 5.CO 3. 75

OT-BI OT-DI

0.50 o.oo 8 .5 0 2.00 o. 2 0 a .co 3.0C o.oo 0.25 1.00 o.33 0.33 o.oo 1. 50 o.so

OT-Al

LOO 0 .66 0.33 o.oo c.oo

~N

T!:l\CHER STORCH

CHILO JACKSGN

SRP-DC S~P-UC SRP-AC SRP-OI SRP-UI SRP-J\I DT-f!C

3.20 10 . 20 B . 50 0 . l O o. oo 0 . 13 2 . 70 4 . ':iO 5 . 60 9 . 70 c . co o. cc 0.21 3 . 70 7. ti 0 14 • 50 l •) . 9C 0 . 35 0 . l ~ (J . ~7 3 . 70 6 . 60 6 • 't0 8 . C 0 o. oo 0 . ·.1~ 0 . 33 2 . 50 6.70 t0 . 50 11.00 0 . 5~> 0 . 33 0 . 60 4.01) 6.50 L'.!.GO 13 . 00 C. ,, 0 0 . u 7 0.80 12. 00 7.60 13 . 00 10 . 70 o. co 0 .1 3 ') . fl 7 2 . 50 9.00 10 . 70 11.90 0 . 20 0 . 07 0 . 40 7 . CO 7. ,,o a.oo e . 55 0 . 40 6 . 50 6 . SQ 6 . 00 C . l 0 O.ll7 4 . 50 8 . 30 8 . 90 a . co 0 . 13 3.50 9. 00 4.60 0 . 20 0 . 40 4 . 20 0 .4 0

OT-CC DT-J\C DT-uI

5 . C0 l. 00 a. so 6 . CO o. oo 0 . 30

10.co 1. 00 0 . 25 7 . 00 3.00 0 . 16 7.CO 2 . 50 0 . 33 6 . CO 1.00 l. . 0 C 5 . CO 1 . 00 4.0 0 3 . 50 1.66 1 . 00

o.oo 0.50 3 . 30 l.00

o.oo

OT-01

1.00 1.00 2.co o.oo 2.00 1.00 o.oo 1.00

OT-Al

12. 00 ,; • C 0 7 . 00 9 . 00 6 . 00 a .co 1.00 5 . 53 a.so 4.5 0

I..O w

TEACHER

CHILO HOWELL

SRP-BC SRP-DC SRP-AC SRP-OI $RP-Ill SRP-AI

3.80 4.6() 7. (10 o. oo c. cc o. oo 4 . 60 6 . 20 ., • 40 o. cs o. co 0 . 01) 't. 7 0 6.00 4.90 0 . 20 o. cc o. oo 5.50 5 . 20 8 .7 0 0 .1 0 o. cc o.oo 8 . 60 4. 50 9 . 00 0 . 20 O • .?.O o. oo 5.00 e .so 2.90 o. co 0 .! 3 o. oo 7 . 30 5.30 11.10 0 . 15 0 . 20 0 . 05 8 . 40 5 . 90 8 . l 0 o. oo o. co o.oo 6 . 50 6 . 40 10 . 30 0 . 05 a. co o.oo ~.so 3.20 8 . 30 0 . 10 o. uo 0.00 3.20 3 . 40 a. so 0 .1 5 o. co o.oo

DARNALL

OT-8C OT-CC DT-AC

U.66 4 . 93 4.99 5.00 6 . 49 3 . 19 2.66 8 . 40 4 . 50 3 • 't9 10.39 5.19 5.07 4.99 5 . 00 6 . 39 6.00 4.39 8 .6 6 4 . 39 3 . 13 5 . 00 9 . CO

CT-BI

o.oo 3.00 l. 33 1 . 99 2 . 03 0 . 39 C. 39 0 . 39 0 . 57 3 . 00 o.oo

DT-OI

0.23 o.oo 1.20 o.oo o.oo

OT-AI

o.oo 0 . 19 a.co 0 . 39 o. oo o.oo 0.66

\0 .::,.

TEI.CHER

CHILO HJ\GUE

SRP-3C s~µ-cc SRP-AC SRP-Bl SRP-0 I SR.P-t1 J

3 . 70 12 . 50 11 . 70 0 . :)5 a. cc o.oo S . 40 14 . 50 13 . 30 a. cc 0 . ·.)0 o. oo 6 . 60 19.00 1,,. 3C 0 . 20 o. co o. oo 8 . 4G 13 . SO 13. 2 C 0 . 30 0. cc C. 00 7 . 60 15 . 70 12.50 0 . 30 a. co 0 . 7 0 9. ·3 0 15 . 30 13 . 70 0 . 2 C' 0 . 00 0 . l 0 9 . 00 13 . l •) 12 . 20 0 . 20 o. oo 0 . 35

11 . 10 15 . 00 7 . 50 0 . 40 0 . 10 o. oo 12 . 00 lo . 70 7.80 0.05 o. co o.oo 14. l 0 17.50 8 . 90 0 . 30 o.oo 0 . 10 12 . 90 14 . l 0 9 . 70 o. oo o. oo 0 . 10

CAhNALL

OT-CC er-cc DT-AC

6 . CO 1e. co 12 . 39 7 . 08 14 . 00 16 . 66 6 . 75 20.30 17 . 00 •). 22 15 . 19 11. 29

lC . 61 20.co 9 . 27 20 . 40 12 . 75 12 . 99 11 . 00 17 . CO 12 . 30 l '• • 00 9 . 00 14 . 00 14.40 5 . 29 17 . 25 14. 90

DT-OI OT-01

0 . 54 o.oo o . 54 o.oo C. 75 o.co C. 45 a.co o.oo o. co o.oo o.oo o. cc o.oo 0 . 00 o.oo 0 . 90 o.co o. oc o.oo

DT-A I

o.oo o .oo c. co 0 . 70 0 . 18 o.oo 0 . 30 1 . 00

IJ)

Vl

TE t,CH !:R

CHILC 3RUCE

SRP- BC SRP-CC SRP- AC SRP- BI SRP-UI SRP-t1r

1.2 0 5 . 5J 6.50 o. co 0 . 1c 0 .2 0 2 . 20 G. oo 3 . 60 0 . ·.JO 0 . C:> 0 . 00 4.7 0 B. 40 8 . 40 O. C5 0d;0 o. oo 5 . 3 :J 6 . 10 11 . 80 o. os o.cc 0 . 20 4 . JD 7 . 70 15 . 20 0 . 00 'J . S 0 0 . 0J 6 . 40 6 . 90 7 . 6(1 o. co a. cc O. OJ 6 . oC 1c.10 10.50 0 . 30 o. oo o. oo 3 . 90 5.oo 11.7 0 0 .4 5 0. co C . 0•.1 4 . 10 8 . 60 12.1 0 0 . 30 a. cc O. 00 8 . 60 6 . 00 8 .6 0 0 . 20 c.co () . 0 0 5 . l 0 7 . SO a.9o o. co o. oo o.oo

DARNALL

cr-ec OT-CC or-:.c

5 . 32 7. 00 4 .99 6 . CO 6 . 0 ') 5 . 32 5.14 1.20 5 . 32 6 . CQ 15 . 99 5 . ttO 6 . CIJ 9 . 60 9 . 00 '1 . co 9 . 60 8 . 66 4. 28 3 . 63 3 . 60 6 . 9CJ 7 . 33 6.00 5 . 14 9.99 7.~9

DT-3I OT-DI

0 . 66 1.00 l. 99 0 . 75 o.oo 1.2 0 o. oo 3 . 9Y 3. 00 1. 59 0 . 85 o.oo 0.85 1. 45 a.co o. oo 0.57 l.9 8 0.66

OT-AI

o. oo 0 . 66 0 . 66 C. 30 c .co o.oo 1 . 99 3.0 0

\0 O'\

Tf:ACHER DARNALL

CHILO rt. Y LOR

SRP-BC SRP-OC $RP-AC SRP- BI SRP- OI SRP-Al Of - BC

3.60 6.90 0.30 0 . 10 0. l 0 o • . rn :i . 49 2 . (>C 5 . GQ 3 . 7(1 o. co 0 . 15 G.30 S . 25 4.00 7 .i :i (t . 20 0.20 o. co 0 . 10 1. S9 2 . 50 6 . 80 3 . 30 c . cs C . l ':> 0 . 10 4 . 71 4. BO 7 . 6') 3 . 40 0 . 20 0 . 07 o.c0 6 . CO 7 . 10 6 . 20 2 . 70 0 . 10 o. co o. oo 7 . ll 6 . UO :i . 10 1 . 20 0 . 10 a.co o . li 4 . <;9 3 . 30 6 . 30 6 . 50 0 . 1S o. co C . 15 3 . 119 2 . 60 6 . 20 8 . 50 0 . 60 0 . 05 a. co 7 . 80 5 . l 0 <::. 90 8 . 10 0 . 51 0 . 15 o. oo 6 . 66 2 . 2s 5 . 40 9 . 50 0 . 10 0 .4 C 0 . 20

OT- CC DT- /\C OT- BI

3 . c;9 6 . <J9 0 . 9~ 4 . 66 1 1 . 00 C. 75

12 . 00 5 . 00 1. 4?. c:;. C0 6 . 00 0 .4 2

10 . 66 7 . 50 t.00 6 . 66 12. 00 0 .4 4

12. 00 0 . 99 7. S9 0 . 49

0 . 60 o. oo

OT- DI

0 . 33 0 . 66 o. oo i . 50 2 . 66 l • 99 o.oo 0 .6 6

DT- 1\I

o. co o. oo o.oo a. co c . co 2.0 0

\C ...J

TEACHER

CHILD SPERR.;NG

SRP-BC SRP-DC SR?-l\C SR.P-ol SRP-Dl SRP-Al

6.20 6. (JO 5.00 0.65 0 . 10 0 . ()0 7 . 65 6 . 60 14 . CC o. ·, s 0 . 20 u.oc 5. :,c 8 . 00 l·').40 0 . 25 0 . 2c o.oo 7. 15 7. ')0 14 . 00 0 . 40 a. cc 0 . 00 8 . 9 S 9.70 12. 70 0 . 50 0 . 11 o.oo 7. ~)? 6 . 30 12 . 70 O. o5 O • .:D O. l 0 5.70 9 . 60 'J. 2 6 0. 3(1 Q . j) 0 .26

10 . 10 CJ. 50 8.70 0 . 2c 0 . 33 (1 . 5 (l 9.40 lS . 70 12 . 20 c . 20 0 . 00 5 . U0 7 . 00 lC . 80 6.60 0 . 15 o. co c. co

10 . 20 4 . 80 a. cc 0 . 30

CARNALL

0 T ·-l\C OT-OC DT-AC

4 . 33 7 . ~9 5 . 32 10 . 28 7 . S7 5 . 32

E.30 lG . 50 1·3.00 l't . '10 7.99 6 . 00

6 . 45 33 . 00 1 . -;1 9 . 00 19 . 99 6 . 00 6 . 63 9 . 99 9 . 33 5 . 10 16.00 9 . 00 4 . 20 15 . '?9

3 . 49

OT-BI OT-DI

0 . 85 0 . 66 2 . 76 1 . 33 o.oo 1 . 99 0 . 00 2 . 79 0 . 91 o.oo 3 . 00 3 . 99 1. 32 a .co 0 . 84 o.oo 0 . 60 1 . 99

o.oo

OT-AI

0.66 o.co c.oo 0 . 66 l.9 <'.) a. co 3.33 1.20

\0 (X)

TEACH[R

CHILO Rt.ILY

SRP- BC SRP-DC $RP-AC SRP- BI SRP- OI SRP-AI

2 . 00 l.50 2.40 0 .1 0 0 .1 5 0 . 05 l. '• 0 2.60 2.80 c.oo o. oo o.oo 2.2c 3 . 30 3.70 0 . ,, 0 o.oc o. oo 1.7 0 2.2 0 o.s o 0 . 6() o. co o.oo 2 . 60 2 .4 0 3 . 00 1.4 0 0 . 06 o. oo 2. so 3 . 00 5.20 0 . 10 0 . 00 0 . 05 3.3 0 3 .6 0 2.50 l. co O. C6 0 . 00 2 . 05 3.40 2.90 0 .4 5 0 . 10 0 . 05 5 . 00 1. 30 1.10 0 .45 o. oo o.os 2. 30 1. 70 3.30 0 .35 0.10 0.0 5 2.3C L BO 3.00 o.co o.oo c.c o

DARNALL

OT-CC OT-DC OT-AC

4.50 5.32 5.59 3 .99 5.59 7.99 't. 50 7.00 4.39 3.99 8.00 7.08

12.00

OT-BI DT-0 I

l. 50 0.66 2.85 o.oo 0.49 1.50 0.33 2.00

1.00

OT-AI

o.oo o.oo 0.79 0.54

\0 \0

TL\CHER

CHILD WEBB

SRP-ilC SRP-CC SRP-AC SRP-UI SRP-DI SRP-Al

3 . JC 3 . 'J:> 5 . 40 l. 2 0 0 . 25 0 . LtO

4.30 4. 10 4 . 9') o . 6 ·r 0 . 40 0 • 1~ 5 't • "/ 0 ") '('\ ..., . (") ..... 5 . 00 3 . 3C 0 . 20 0 . 5C1

~ . 50 '•. 70 't. 6C 0 . 70 0.10 0 . 70 5 . "38 4.60 6 . 60 0 . 5 5 c. cc 0 . 45 5 . 00 5 . 05 5 . 50 l.3C Q . d) 0 . 55 6 . 10 4 . 6J 0 . )5 0 . 05 5 . l 0 3 . 3,) l • 0'5 (1 . C 0 :"i. 2C 4 . 3(, (J • 31) G. •15 8 . 50 4 . '•0 O. lC O. GO 4. 50 3 . 90 0 . l S 0 . 65

GIEGI:?.

0 r- f3C DT-UC OT-AC

,, • no 6 . 6() S . 40 6 . CO 5.4 0 6 . 00 6 . QO 5 . ,,c, 4 . 20 6 . CO 5 . 40 4.20 s .co 3.co 6.60 1-t. 20 9 . 60 B • .:to 4. 20 6 . CO 5 .4 0

Di- CI OT-D I

0 . 48 1.2 0 o.oo Q. 96 o. oo 0 . 36 l. 80 o.oo o. oc a. co 1. 2c c.oo c.oo 0.48 o. oo 0.42

OT-A I

o. oo o.oo a.co c.oo 0 . 60

I-' 0 0

TE 1-'\CH !: R

CHILO MORRIS P

$RP- SC SKP-DC SRP- AC SRP-6I SRP-OI SRP-1\I

4.77 7. 't5 8. 30 0 .61 0 . l 5 0 . l 0 5 . 70 5 . rio 8 . so 0 . 66 0 . 30 0 . 30 4.70 7.90 11. 00 0. 84 0 . Li 0 0 .6 0 3.GO 5. 10 7. 30 t.c o 0 . 3G o. so 6 . 20 2.CJO 11.10 1. 2C 0 . 35 1. 35 6.30 5 .3 0 11.80 1. 40 C. 15 Q.? 0 2 .1 c 3.50 11.00 2.2c 0 . 20 Q.4 5 4.90 4.20 13.20 1. 'i0 0 .1 0 l. lC 7.7C 4.70 0 .45 0 . 05 1. 20 6.7(1 0. 75 c .1 0

13.30 8.70 0.65 0.10

GlcG ER

0 f-GC OT-CC OT-AC

4 . HO 6.00 10.20 7.80 6.00 3.00 5 .4 0 5.40 8.40

10. 20 5.40 7. 80 3.CO 4.UO 4.20 1.so 6.00 6.00 (J. 00 3.60 12. 00

12.00 5.40 4.80 6 .60 s.40

20.40

DT-~l OT-DI

2.40 3.00 3 .0 0 3.00 4.2 0 7. 20 1.2 0 1.20 6.o c 6.00 3.60 1. 30 9.80 1.ao 3.00 1.20 6.00

10.8 0 4.80

OT-Ar

C. 60 1.80 1.2 0 1.20 4.20 6.00 o.oo 0.60

I-' 0 I-'

TE/ICHf:i<

Ct-t I LC MORR.IS 8

SRP-GC SRP-OC SRP-AC SRP-Bl SRP-DI SRP-/\l

4 . 25 6 . 00 l (t . l 0 0 . l -, 0 . 25 0 . 0'> 7 . 3't 3 . 't0 12 . 70 0 . 33 0 . 05 o.oo 6 . YJ 7 • l :-: 12 . 10 0 . 73 0 . O ':> 0 . l 5 6 . ,, C, ., • l (l 9 . 05 0 . 77 0 . 25 r;. l 0 7 . SO G. 70 12 . co 0 . 61 0 . l .J 0 . 20

llJ . CO 7 . 60 ') . 90 0 . 30 0 . 15 0 . 50 l l. 00 l . Oo 12 . 3:J 0 . 1:, o. a 5 o . ,to ll.90 6.90 lJ . QO 0 . ")(, Q.(,('; 0 . 30 10 . <;0 ti . l 0 G. 60 0 . v 5 13 . 00 7 . 80 0 . 15 0 . 05 18 . 1,0 0 . 90 o. oo 0 . 10

GIEGER

OT-RC or- ec DT-/'\C

4 . 80 s.co .3 . 00 6 . 60 13.20 5 . 4C 6. r.o 9 . 0(' 6 . 00 5 . 1~0 5 • 1t0 5 . 76 5 . 40 {) . 60 8 . 1t0

7 . 60 9 . ()0 8 . 83 6 . 60 8 . LtO 7 . 44

14 . 40 (,. 60 13 . 20 7 . 20 6 . 60 6 . CO 6 . 60

OT-BI

0 . 60 0 . 60 0 . 6() 1 . 80 0 . 60 o.oo 1 . 20

14 . 1t 0 13 . 20

1 . 20

OT-DI

o.oo o.oo o.oo o.oo l.80 o.oo a .co o. oo o.oo a .co

OT-/\I

a.co 0 . 60 o. oo 0 . 96 3 . 79 0 . 20 5 . 37 1. ao

i,-,

0 I\.)

TEACHER

CHI LD JCHNSUN

SRP-nc S~P-CC SRP- AC SRP-01 SRP- OI SRP- AI

5 . 20 4 . 80 2 . 50 0 . 52 0 . '+0 o. co 4 . 90 2 . 30 1 . 75 o. '•2 0 . SC 0 . l () ~ . 3 i) 1.80 3 . 40 0 . 67 0 . 15 0.40 3 . 70 3 . 20 2 . 20 C. 7~ 0 . 20 0 . 20 2 . 30 3 . 10 3 . 45 0 . 40 0 . 30 0 . 70 3 . 10 3 . 4 0 3 . 20 0 . 60 (I . 05 0 . 15 3 . 20 l. 30 2 . 05 0 . ss 0 . 2c O. 'tC 7 . 10 2 . 60 0 . 90 0 . 90 0 . 20 0 . 10 3. oo 3 . 05 1.1 5 0 . 20 0 . 10 0 . 45

l 7 . '• 0 6 . "(5 0 . 10 0 . 10 11. 40 5 . 00 0 . 50 0 . 20

GIEGER

D T- BC DT - DC OT- AC

l O. 20 4 . 20 3 . 00 <J. 60 3 . 60 3 . 60 It • 80 3.00 7. 20 6 . 60 5 . 40 9 . 00 5 . 40 6.60 8 . 40 it . 80 3 . 60 9 . 60

'• . 20

OT- f.l I

0 . 60 1. 20 C.4 2 0 . 60 0 . 90 1 . 68 4 . 80 1 . 20 0 . 60 0 . 54 o.oo

OT- DI

l.80 0 . 60 0 . 60 Q.6 0

OT- I\ I

C . 60 C. 36 0 . 60 o. oo

I-' 0 w

T [i\CHER

CHILC iiJ.\RO~i I C

S~P-!3C SRP-OC SRP-AC SR.P-Dl SR.P-Dl SRP-:\l

l.90 6. 10 5 . 10 0 . 70 0 . 15 0 . 25 5 . 20 4 . 01') 8 . 50 0 . 43 o. oc c . 10 3 . l 0 2 . 40 4 . 50 0 . 85 () . 60 0 . 50 3 . H (, 1 . 60 5 . 05 l • 1 C' 0 . 1c i) . 2 0 2.60 1.20 4 . 75 0 . 5~ o. l 0 0 . 30 2 . 30 2 . 90 6 . l 0 0 . 35 0 . l :> O. 15 7 . 0 0 2 . 75 5 . 10 0 . 20 o.cc 0 . 05 4 . ', 0 2 . "/ !) 8 . 80 0 . 10 a. co 0 . '•0

l O . 90 1 . 85 0 . 60 o. 05 9 . ,, 5 J . 90 0 . 20 0 . 1s 4 . 60 4 . 95 C.4 5 0 . 3C

GIEGE R

nr-2c OT-GC or-,~c OT-BI

2 . 40 l. HO 3 . 60 0 . 12 3 . 50 3 . 00 6 . 00 2 . l C 3 . 60 1. 20 2 . 40 l. 80 1. 8() 1. 20 3.00 0 . 60 1. 20 5 . 40 2.40 3 . 00 4.UO l.2 C 3 . CO 5 .4 0 4.2 0 3 . CO 4. 60 4. 80 4. 80 0 .4 0

OT-C l

1 . 20 1.ao 0 .4 2 0.60

OT-A!

1. 80 l. 2 0 3 . 6 0 0 . 60 1.2 0 0.30 4 . 20 l. 20

I-' 0 .....

TEACHE?.

CHILD CRAY

SRP-EC SRP- IJC SRP- AC SRP-BI SRf>-OI SRP-Al

1. 30 5 . 20 1 . 40 0 . 30 0 . 45 0 . 2s 2 . 90 3 . 50 5 . 75 0 . 13 0 . 30 0 . 20 3 . 0 0 3 .7 5 3 . 80 0 . l 0 0 . 10 0 . 10 4 . 70 3 . 50 5 . 20 0 . 29 0 . 50 0 . 20 6 . 00 3 . 10 8 . 90 0 . 20 0 . 15 0 . 20 8 . 65 4 . 50 7. 30 0 . 40 o. cc 0 . 25 8 . 45 6 . 20 5 . 10 O. 1t 5 0 . 30 0 . 20

13 . 60 4 . 80 3 . 40 0 . 40 o. co 2 . 20 10 . 60 3 . 70 3 . 30 0 . 20 0 . 05 0 . 20

4 . 50 l. 90 2. 30 0 . 90 o. oo 0 . 30 10 . 30 5 . to 1.5 0 0 .2 5 (I . l? 1. 50

GIEGER

OT- BC DT- [;C Di - AC

l • 4 '• 0 . 6 6 6 . 00 2 . 82 1. 20 3 . 00 l . 80 2 . 40 5 . 40 1 . 80 3 . 00 3 . 60 2 . 10 3. 00 6. 00 4. BO 3. 60 6. 00 3 . 00 1.2 0 1. 20 0 . 60

DT- i31 OT- OI

1. 20 3 . 00 0 . 36 2. 40 C. 60 3. 60 2. 40 0 . 6 0 0 . 48 1. 80 2.1 0 0.36 3 . 00 3. 00 1. 80

OT- AI

3 . 00 0 . 60 C . 60 3 . CO 3 . 00 1. 00 1. 00

..... 0 Vl

TE:ACHER f-':ll/l NICH

CHlllJ SOMESi:

SRF-DC SR~-cc SRP-AC SRP-UI SRP-GI SRP-.\I or-nc

2 . 40 3 . 70 5 . 70 0 . 10 0.05 0 . 00 6 . 60 7 . 70 3 . 3·) q . 90 () . 10 o. co 0 . 33 6 . 60 3 . r;c 2.50 0 . 10 0 . l 0 c . oo c.co - 10.()2 3 . (J 0 5 . 00 15 . 00 0 . l (' O. C6 C. 15 8 . 70 5 . 4C ?.70 10.74 •J. '10 0 . 06 9 . 20 '•. 68 '1. l 0 lC . 30 9 . 60 0. l. () a. co 0 . 00 3 . S6 4 . GO 10 . 40 <) . 60 0 . lC 0 . 06 0 .4 0 6 . AO 4 . 30 <,. 30 7.9C C. 30 0 . C6 o. oo 6 . 60 7 . 60 lJ . 60 0 . 05 O. C6 2.20 }.7J 7.5 0 0 . 10 0 . '17 4.80 3 . 10 7.20 0 .2 0 0.06 3 . 20 0 .2 5 l.4 5 0 .2 5

DT- CC Of-AC OT-DI

4 . 32 6 . 00 c. oo 4.44 4.00 o.oo 7.5 0 2.64 0 . 00 5 . ~2 3 . 30 c. oc 3.66 7.80 0 . 66 2. 6lt 3.48 o.oo 3.36 o. oo

c. oc 0 .24 o.oo

or-01

0 .36 0 . 90 0 .2 1 o.oo C .36 o.oo o.oo

OT-A I

o.oo 0 . 50 0.36 C.40 o.oo 0.54

,_. 0 0\

TEACHER Mll/,N I CH

CHILC RUSS

SRP-BC SRP-OC SRP-AC SRP-13I SRP-Dl SRP-/\l or- ac

5 . 10 8 . 70 4 . 70 0 . 70 0 . 25 C. 33 7 . 20 6 . 60 8 . 40 7 . 30 0 . 60 O.C6 0 . 33 6 . CO 6 . 50 4 . 70 7. 70 0 . 50 0 . 06 0 . 10 5 . 3't 7 . 30 6 . 20 6 . 40 0 . 30 0 . 06 o. so 6 . 90 6 . 10 4 . 80 7 . 4C O. JO O. J3 c.oo 7 . 50 5 . 70 4. 20 8 . lC 0 . 40 O + 13 0 . 30 4 . 98 5 . 10 4 . 90 8 . 60 0 . 35 0 . 27 o. oo 5 . 52 6 . 40 7 . 30 10.co 0 . 70 0 . 20 0 . 00 7 . f~O 6 . 20 7 . 10 6 . 90 0 . 45 o. oo o. oo 2 . 60 6 . 10 6 . 30 0 . 35 0 . 20 6 . 96 6 . 30 6 .1 0 0 . 40 0 . 2 7 6 . 79 6 . 1-to 0 . 15 6 . 66 7 . 30 0 . 2c 10 . 02

DT- CC OT-AC OT- BI

6 . CO 7. ao 1. 32 5 . 70 1. 02 0 . 66 4 . 98 5 . 19 1 . 98 8 . 70 7 . 80 0 . 99

18 . <;6 12. 00 C. 49 10 . 9H 1. 00

4 . 98 0 . 54 7. 80 1 - 98

6 . 00 o . 54 1. 20 0 . 30 l. 98

OT-DI

0 . 54 1 . 14 1. 50 0 . 66 0 . 00 0 . 96 o. oo 0 . 96

OT-Al

0 . 98 o.oo 0 . :,9 o.oo 0 . 96

..... 0 ....J

l c/,CHER MlLANICH

CH I u; PATTISON

SRP-UC S~P-DC SRP-AC SRP-81 SRP-Di SRl)-A l OT-BC

2 . 10 2 . 70 5 . 70 0 . :i (: 0 . 10 c. oo } • 60 3 . 70 3 . 1)0 ~ . CC 0 . l 0 0 . 0c o. oo l . Hb 4 . l G ? . 80 9 . 20 o. co 0 . 20 0 . l v l.CO 5 . 30 3. oO ~ . 05 (1 . co 0 . 06 0 . 1 !) 3 . 72 4 . 7c 3 . 10 u . 10 o. co 0 . 00 0 . 00 J . lu 3 . 90 4 . 80 6 . 90 o. oc 0 . 06 o. oo 3 . 96 5 . 20 s. ~o 9 . CO o. oo o. cc o.oo 4 . 74 5 . &0 4 . 70 9 . 90 o. co 0 . 13 0 . 20 3 . 81 5 . ';O 5 . 40 10 . 70 c. cs 0 . 06 0 . 00 5 . 7C 1i. 60 C. C5 o. cc 3 . (10 t:; . 70 o.oo O. C6

OT-OC OT- 1\C OT-Bl

6 . CO 4 . so 0 . 36 3 . 42 4 . 98 o. oo 4. 98 4 . 50 0.00 3 . 4!:l 5 . 58 o.oo 6 . 60 4. 98 o. oo

6 . 00 o. oo 5 . 39 0 .2 4

0 . 18

DT-Dl

0 . 54 o.oo 1 . 50 o. oo 0 .66

OT-Al

o. co o.co o.oo o.oo c. co c .oo o.oo

...... 0 00

TEACHER MIL,\NICH

CHILD LcE

SRP- SC SRP-OC SRP-AC SRP-GI SRP-DI SRP-AI OT- ~C

4.70 5 . 10 3.60 0 . 20 0 . 2c 0 . 06 5 . 20 4.6 0 4.70 4 . 10 o.co 0 . 20 0 .27 2 . 34 3 . 30 3 .7 0 6.15 0 . l 0 0 . 13 0 . 25 4.30 5 . 20 3 . 50 3.60 0 . 2c 0 . 13 0 .6 0 s.sz 3 . 70 3 . 50 6 . 60 0 . 30 0 . 06 o. oo l • 7 It 3.60 4.4() 6.30 0 . 20 0 . 2D O. OJ 2.40 2.2 0 5 .. 70 8 . 00 0 . 50 0 . 2c o.oo 3.19 3 . 70 4.90 4.90 0 . 50 0 . 06 o.oo 6.CO 3.0 0 2.2 0 4. 50 0 .3 0 o. co 0.10 3.13 4. l 0 3.50 0.30 0.13 4. 32 4.30 2.50 0 .55 0.2c 3.20 0 .35 3.60 C.45

OT-CC OT-AC GT-oI

1.98 3.84 o.oo 4.68 3.66 0 .3 6 4.:.12 3.96 0.42 4.69 10.98 o.oo 3.40 o.oo 6.60 1.56 6.48 o.oo

o.oc o.oo c.o o

OT-CI

0 .66 0.66 o.oo o.oo o.oo 1.9 8 0.54

OT-AI

1.02 C.66 Q.66 a.co

I-" 0 \0

TE.t\CHER MIL ANICH

CHILD 13IS HOP

SRP-GC SRP-DC SRP-AC SRP-31 SRP-UI SRP-).1 OT-CC

2 . 60 ,, • l 0 1t . co 0 . 20 O. C5 o.oo 4. ,8 3 . 50 J . 90 6 . ; ~ C. 40 0 . 13 o.oo 5 . 52 3 . so 3 . 30 6 . 70 0 . 2( 1 0 . 20 o.oo 3 . 60 3 . 7C 3 . 30 S . 30 0 . 10 <::. l 3 0 . () 5 4 . 32 3 '.'l.l"', . _, . l1 •I t() g .4 0 0 . l C 0 . i 3 ,:) • 00 3 . CO 3 . <J 0 3 . 30 9 . 90 0 . 30 0 . 13 o.oo 3 . 96 4 . 30 ' . 6') 10 . 00 O. 30 U . It 1 o. oo 4. <;9 4 . 50 3 . 7:) 0 . 10 c . co 3.30 3 . 80 2.5 0 0 . 20 0 . 06 4.6 0 3 . 40 0 . 10 C. 13 5 . 10 3 . 50 o. o~ 0 . 68

OT-DC D T-l,C OT-l3I

2 .4 0 6 . 00 0 . lt2

5 . 22 4 . 9B o . 54 7. 98 10. 98 0 .4 2 6.48 6.50 o.oo

3.60 1.0 0 o. oa 1. 66 o.oo

OT-DI

a .co 0 .4 2 o.oo o.oo

l)T-Al

1 . 02 o . s2 0 . 96 0 .05 o.oo

l-' .... 0

TEACHER MILANICH

CHILO 1:H:ALS

SRP-DC SRP- CC SRP-AC SRP-DI SRP- OI SRP-AI DT-OC

s .oo 3 . 00 6 . 5, 0 . 30 0 . 05 0 . 30 7 . <JO 7 . 60 3. 80 6 . 60 1. 10 0 . 33 0.25 6 . 33 1 . 00 3 . 20 6 . 80 O. 10 0 . 2 fl 0 . 15 9 . 00 5 . 60 4 . 50 6 . 3 0 o. so 0 . 4 0 0 . 30 6 . 00 5 . l O S .. 30 6 . 20 0 . 20 0 . 13 0 . 3') 10 .66 5 . 80 11 . 80 4 . 70 0 . 4 0 0 . 28 o.oo 5 . 52 't. 30 3 . 5 0 4 . 70 o. so 0 . 2f.l 0 . 40 ~ . 52 4 . 70 2 . 40 0.50 O . 13 10 . 02 5 . 50 2 . 80 0 . 30 a. cc 6 . 4 0 5 . 20 6 . 40 0 . 60 0 . 20 5 . 34 4 . 10 6. 40 0 . 20 0 . 33 6 . 00 s . ~c 0 . 60 6 . 40 3. 00 0 . 30

OT- CC OT- AC OT-SI

6 . 60 7 . 15 C. 66 4 . 98 7 . 80 0 . 33

17 . 96 7 . 96 1.98 9 . 18 6 . 00 0 . 39 6. , .. s 6 . 60 o.oo

0 . 54 o . 54 o. oo o.oo o.oo 1 . 98 c. oo

OT-CI

o.oo 1 . 00 0 . 96 0 .4 2 o.oo

OT-AI

c.oo o.oo o.oo o.oo 1 . 98

.... .... ....

TtACHEl<

CHILC HAIL E

SRP-OC SRP-OC SRP-~C SRP-ur SRP-Ul SRP-Af

l • <; 5 2 . $5 2 . 30 0 . '• ~ J . ?.O 0 . 20 3 . H ,J 1 . 75 3 . 30 (} . "/0 0 . 1 C () . l 0 5 . 20 4.55 3 . 10 0 . 9C () .4 , 0 . 00 2. so 2 . 30 '• • '• 0 c . 30 c . oo 0 . l 0 2 . 25 3 . 50 2.40 C. 05 (J . G G 0 . 1t0 2 . 25 3 . 60 4. 50 0 .3 0 C. 1 C 0 . 20 2. so 2 .3') 3.60 o.o~ 0.30 0 . 50 2 . 95 2.uo 2.30 0 . 30 0 . ()0 0 . 20 2 . 00 0 . 20

Lf,lJRCT

or-~c OT-CC OT-AC

1. 20 5 . 50 4 . 00 .::.:. 90 4 . 50 3 . 50 O. RO 4. CO 9 . 00 5 . 60 2.60 1. 60

OT-BI DT-01

1. 00 0 . 50 o. oo l.S O 1.3 0 1.03 0 . 3C 2.40

OT-AI

1.02 0 . 50 o.oo c.20

>-' >-' l'v

TEACHER

CHILD /\LEXt~NOER

SRP-BC SRP-DC SRP- AC SRP-BI SRP-DI SRP-AI

l.9 0 3 . , .. 5 3 . 00 0 . 05 0.35 o.oo 2 . 7 '-:i 2 . 35 3.30 o. oo 0 . 20 0. 10 2.65 2.50 2 . 40 0 . 2c C. iO o.oo 2 . 25 3 . 40 4 . 20 0 . 25 0 . 20 o. oo 1. 50 2 . 40 3 . 40 0.05 (\ . 10 c.oo 2.50 4.10 3 . 20 0 . 15 0 . l C o. oo 3 . 50 4 . 20 3 . 00 0 . 05 0 . 20 O. iO 3.45 2 . 80 3 . 00 0 . 05 o.oo o. oo 3 . 35 o. cs

LABROT

OT-BC DT-DC OT- AC

3.66 3 . 25 6 . 50 11 . 00 5 . 00 6 . 0 6

1. 70 3 . 00 4 . 30 2 . 30

DT-B I OT- 01

0 . 33 o.oo 1.00 o.co 0 . 44 o.oo o.oo 0 . 33

OT-AI

o.oo 0 . 02

f­~ w

T (:,'\CHER

CHILO OURKt

SRP-BC SRP-OC SRP-~C SRP-3I SRP-UI SRP-AI

l. 95 2 . 00 2 . 60 0 . )5 0 . 20 o.oo 3 . 75 1. 55 3 . 5() 0 . 25 0 . 05 0 . 30 2 . 55 2.35 3 . 5C 0 . 10 a. cc 0 . l 0 2 - 8 0 2 . 20 2 . 9() O. l 5 0 . 20 0 . 20 1.35 2 . 20 2 . 10 0 . 20 o. oo O . 10 2 . 75 4 . 10 3.30 0 . 15 0 . 10 0 . 20 3 . 20 3 . 70 3 .7 0 0 . 40 ;J . Cl 0 . 10 1.60 3 . 70 39 . 09 0 . 40 a. co 0 . 20 2. !:>O o. os

L/\ frnCT

0 T- PC OT-CC or-Ac u. co 3 . 20 6.50

11. 00 8 . JO 9.02 5 . 20 8 . GO 3 . 50

10 . 00

CT-8 I OT-OI

2.0 0 o.oo l. 00 l. 30 c. oo o.oo 0 . 50 o.o o

OT-AI

o.oo O.C 4

I-' I-' ,t..

TEACHE R

CHIL lJ GROWN

SRP- BC SR?- DC SRP - AC SRP - G! $RP- DI SR P- A J

2 . 75 5 . 40 6 . 20 0 . 20 o. cc o.oo 4 . 40 5 . 40 8 .4 0 0 . 10 0 .1 3 o. oo 1-t . :to :, • 40 9 . 90 0 . 05 o. co o. oo 4 . 15 4 . 20 7 . 70 0 . 05 o. cc Q . 01) 3 . 2G 6 . 30 5 . 80 0 . 20 o.co o. oo 4 • l O 5 . 20 11 • 30 0 . 10 () . 00 0 . l 0 .3. 80 6 . 50 11 . 7 0 C. 05 0 . 10 o.oo 5 . 00 6 . 70 o. os o. cc 4 . l 0 0 . 0('

LABRCT

0 T- 13C DT- t;C OT-AC

10. co 5 . 70 8 . 00 5 . 00 7.70 0 . 10 6 . 60 10. co 2 6 . 00

6.DO 7.00 10 . 00 6 . 00

OT- OI OT- DI

1. 00 o.oo 1. 00 1. 00 1. 30 o.oo

0 . 06 Q. 09

OT- Al

0 . 06 0 . 08 o. oo o. oo o. oo

I-' .... IJ1

fEi'.\CHER

CHILO Ci'\ VI S

SRP-UC SRP-DC SRP-~C SRP-8I SRP-IJ I SrtP-,\I

l. 60 2 . 9CJ 3 . 00 o. co 0 . 2c 0 . 10 t. 75 2 . 9') 3 . 70 0 . 05 o. co 0 . 10 2 • L) ') 1 . 90 2 . 30 o. co 0 . 1 'J c . 20 2 . 4C ,, • 2 () 4 . 30 0 . 2~ 0 . CC o.oo 3 . 05 3 . 10 3 • ? C 0 • l ~) Q. lC o.oo 1 . ') 1) 3 . 4:) 3 . ~c 0 . 15 0 . 00 o. oo 2 . ') 5 4 . (1:J J . 90 0 . l r.,; 0 . 1t0 0 . l () ?. • 3 C o. c5

UdrnOT

CT- P.C DT-CC OT-AC

10 . 00 3 . 00 5 . 08 6 . r:o Lt • 30 2 . 60 lii . CO l1 . 08 7 . co

5 . 00

DT-B I DT-D !

2.00 o.co o. oc o.oo o . 66 o.oo o. o,. 0 . 02

C. 08

OT-AI

c.oo

t-' f--1

°'

TE,\CHER WELLBORNE

CH!LC HAYES

SRP-BC SRP-OC SRP- AC SRP- BI SRP - 0 I SRP - td or - nc

10 . 50 7 . 20 15 . 15 0 . 46 o. oo 0 . 25 17 . CO 8 . 30 l O. 10 15 . 6C l . 10 o. co 0 . 30 6 . 30 5 . 70 11 . 50 14 . 00 0 . 36 o. oo 0 . 20 11 . 50 7.10 1 5 • 5() 16 . 25 0 . tl '.J. 00 0 . 5Q -, • ~o ·1. l C 10 . 20 13 . 20 0 . )8 o. co o. 15 15.CO 7 . 40 12 . 10 10 . 70 0 . 10 'J . 3C 0 . 25 13 . 30 7. 10 13 . 55 10 . 70 O. GO 0 . 10 0 . 40 11 . 00

10.20 15 . 30 o. co 0 . 30 13 . 50 8 . 55 0 . 10 11. co

OT- CC OT-AC OT- BI

12. 00 20 . 00 4 . 00 12 . 40 2 4. 00 2 . 9C 21 . 60 32 . 00 o.oo UJ . CO 15 . 00 o. oc

8 . CO 30 . 00 c .oo 11 . 00 21 .7 0 0 . 67 16 . 00 16 . 00 o.oo 26 . CO o. oo

1 . 00

OT-O I

1. 00 0 . 27 0 . 80 o.oo l. 00 a . so o. oo o. oo

OT-A I

a. co o. oo o.oo o. oo 2 . 00 o. ao l. 60

.... ..... ....,

TF.ACHER ~H:LL BORNE

CHILO KELLY

SRP- BC SRP-DC S~P-AC SR.P-OI SRP-01 SRP-AI OT-OC

8 . 00 5 . 20 3 .6 5 1. oc 0 . 10 o. •)5 10 . co 5 . 20 ') . C'O 3 • 2 ~~ 0 . 110 O. C3 0 . 10 2 . 20 1.co 7. 6 ,) s .oo IJ • 6 () n. c~ 0 . 0~ 2 . co 4 . 5 '.; 3. ()0 6. 15 0 . '..H3 o. oo 0 . 10 0 . 50 6 . 9 0 2 - 60 5 . 65 D.36 0 . 10 c. oo J . no 4 . 50 2 . 20 ' . .i . 7 5 C. 60 o. co 0 . 20 4 . CO 8 . •'.;0 2 • 7 '? 0 . 30 0 . cs 1.6 0 5.70 3 . 10 0 . 71 o. oo 2 .1 0

OT-DC OT-AC DT-Bl

3 . 50 3 . 30 3 . 00 4.40 6 . 50 l. 15 3 . 30 10 . 00 3.5 0

12. ()0 6 . 00 2 . 5C 10 . 00 1. 33 11 . J O 2.J()

l.6 0 4 . 30

OT-DI

1 . 00 1.10 l. co o. oo

DT-AI

o. oo c. so L OO o.oo c .oo C. 67

,_. ,_. co

TEACHER Wf.LLBORNE

CHILD C,'\M PS

SR~-JC SRP-DC SRP-AC $RP-BI SRP-DI $RP-AI OT-SC

7 . 00 5.90 10.40 0 .2 0 o. oo 0 . 15 11.00 6.20 l:LOO 10.50 o.uo 0 . 02 o.oo 6 . 00 6. 10 9.70 12.50 0 .6 0 o.co 0 .3 5 1t. co 5 .6 0 11-80 12.1 0 0 . 05 0 . 10 0 . 50 4. 50 5.50 16.30 13. l 0 o. oe I) . 50 0. 15 8.00 6.30 tC.40 12 . 6'5 0 . 00 0 . 10 0.10 5 . CO s .~o 11 . 90 o.oo 0 . l C 11.ca 6. 10 10.50 () n,"' ....,, . ..., ... , (). cs 6 . 50 5. BO o . 1c

OT-DC DT-AC OT-Bl

16.00 14.00 1.00 8 . 30 24.00 0.29

21. 60 20 . 00 1.30 18.00 16.00 o.oo

1.00 16.00 o.oo ?.8.C O 1'1. 00 o. oo 14 . 00 1.00

o.oo

OT-DI

o.oo 0.30 1.6 ·) o.oo 2.00 o.oo o.oo

OT-AI

o.oo o.co o.oo 1.00 1.00 c.oo

.... ..... IC

H:t,CHER GLADSTCNE

CHILD 1-:0WELL

SRP-GC SRP-OC SRP-AC SRP-BI SRf.>-0 I SRP-:d OT- RC

lCJ. 70 u . 65 13 . 60 0 . 35 Q. JC o. oo 7. 38 17 . B5 t3 . 75 16 . '•0 0 . 20 0 . 30 0 . 33 b .77 13. 13 16 . 1,0 7.50 0 . l 3 (' . jr, O. B6 1.qo 15 .7 J 2 IL 't0 12 . 7C 0 . lO 0 . 9l' () . 11~ 6 . 90 1 •) • ., 'j 20 .7 U 12 . 30 0 . l 5 C. 4 C 0 . 6 0 •]. 70 14.25 14 . G 7 ?.5.00 0 . l "i 0 . 46 0 . 73 6 . 52 17 . dQ <:J. 60 26 . 11) 0 . 45 l. 13 0 . 93 ts . 11 11. 25 l ~. 10 l:> . lC 0 . 30 O. 20 0 . :.)6 9 . 81 18 . 2 5 t 7. 9() 9 . 80 ':). ~ 5 o.s s 0 . 20 1t . 58 14 . 8') 9 . 70 l 't . l 0 o . 55 ') . Of> 0 . 20 7. t 2 15 . 20 16 . 10 0 . l ~ 0 . 40 10 . 85 13 . 2~ 0 . 05 7 . 71

OT-CC GT-AC OT-BI

1.20 7.33 0 . 30 0 • )IJ 5 . 73 0 . 28

10 . 73 5 . 05 0 . 27 l 't. 40 6 . 32 t. 4 5 6.00 9 . 22 o.oo 6.57 8 . 0? 1. 26

12 . GO 8 . 10 1.05 8 . t2 7. 7't o. oo 7 . 07 0 .7 6 6 . 85 o .7 5

l. 14 o. us

OT-DI

o.oo 0 . 30 l. 89 9 . 60 t. 26 Q. 98 2 . 56 0 .11 2 . 14 0 .4 2

OT-AI

1.33 0.78 o. oo 0 • It 3 1.29 1.89 0 .64 0.24

..... ~ 0

TEACHER GLADS TUNE

CHlllJ FCGAR TY

SRP-BC SRP- GC SR~- AC SRP- 8I SRP - 0 I SRP - A I CT- BC

6 . ()5 7. 65 14. 9C 0 . 25 0 . 1s 0 . 06 S . 40 7. 0 5 10 . 33 l 4 . 10 0 . l :> (). C6 0 . 13 9 . 33 7 . 3(1 11 . 50 15 . 50 0 . 20 o. cc 0 . 13 6. 66 6 . CO 1c . 10 1 7 . <:JO 0 . 35 0.2c 0 . 06 7 . 86 5 . 45 26 . 30 15 . 60 o. oo o. co 0 . 53 i; . 56 7 . 05 10 . 55 16 . 30 0 . 1!3 0 . 06 0 . 40 8 . 56 8 . 20 12 . 97 15 . 50 o. os 0 . 13 0 . 06 9 . 33 6.85 15 . 68 l6 . 7C () . 20 0 . 06 o. oo 7 . 50 7 . 0 0 13 . 20 19 . l C 0 . 15 0 . 60 0 . 06 7 . S9 7 . 50 t l. 4 0 12 . 00 0 . 30 0 . 33 o.oo 8 . 56 e . eo 8 . 65 o. ao 0 . 10 ~s. 12 9. :3 5 o. co 9 . 17

6. co

DT-C C OT-AC OT- S I

7.33 17.14 1. 20 9 . 99 6.6 1 1 . 33

10 . 2a 5 . 59 o. oo 13 . 00 7 . 55 0 . 82

4 .6 1 4 . 36 o. oo t l. 32 7 . 99 o.oo 13 . CO 4. 73 o. oo 10 . 30 o.oo

7 . <;9 0 . 66 6 . 00 0 . 00 6 . ·19 1. 15

c. oo 0 . 99

OT-DI

o.6 6 o. oo o.oo 1. 00 o.oo o.oo o. oo 1. 20 o. co Q.7 5 o.co

OT-AI

o. oo o. oo 0 . 39 0 . 44 5 .4 5 o . 36 c. oo

..... N l-'

TEACHF.R G LA I) S TfJ N E

CH l l C J E F fC O /\ T

s~r- nc SRP-GC SRP-AC SRP-3! SRP-OI SR.P-Al cr -oc

3 . 7 5 6 . 6 5 5 . 6 0 0 . 1c, 0 . 15 0 . 53 U. 66 5 . 20 9 . 7(! 1 . 30 0 . 2 0 Q. 05 o.oo 1 :) . 6 6 3 . 60 6 . 61 l. 60 O • 1t 0 0 . 05 0 . 06 l '.). 15 7 . ?. 5 2 . :;o 2 . 00 0 . 6C 0 . 0 0 o. co U . 49 7 . JC f:J. 4 0 2. 2. 7 o. co :) . 1 :) 0 . 40 ~ . 6 6 5 . 05 7 . 1) 3 ? • l 3 0 . l G O. 13 o. o,:r 1t . 88 7. 25 1 2 . ,, 0 1 . 9 0 0 . l (I c . oo O. 13 7 . 9 9 2 . 45 l O. t)J 1. no C'. l 0 o. s3 0 . 06 3 . 5lt

?. • t 5 6 . ~>0 4. 00 O. l C 0 . C:5 0 . 06 't . 3 :i 5 . 70 2 . 6 0 1. 1 '5 0 . C6 o. 5o 2 . l 0 7. 10 Q . 1 (' 0 • . 5 3 7. '2.0 O. G5

OT- CC DT- AC

7 .7 1 15 . 00 5 . 25 9 . 60 3 . 30 6 . 34 I t• 61 5 . 77 7 . ~6 5 . 79 3.U O

DT- [31

o.oo o. oo 0 . 91 o.oo c .oo 1. 33

12 . 0 0 o.oc

OT-DI

o.oo a. cc 0 . 82 0 • .3 8 0 . ,, 4 0 . 31 o. oo 0 . 34

DT-Al

o. oo 0 . 75 o. co

..... N N

TEACHER GLADSTONE

CHILD WRIGHT

SRP-BC SKP- DC SRP- AC SRP- Ul SRµ- 0 1 SRP-AI OT- BC

7 . cH) 10 . 35 9 . 20 0 . 60 o. oo 0 . 13 1) . 60

10 . 20 11 . 70 12 . 't 7 l. J5 0 . 25 0 . 06 8 . 68 0 . 35 13 . 60 9 . 10 0 . 60 C . 15 0 . 8() 11 . 42 6 . 50 1G . 3C, 6 . 30 Q. 45 o. oo 0 . 21 l J. . 59 6.55 8 - 50 7 . 10 0 . 55 0 . 1c 0 . 66 12 . 00 s . 2c lC . f:O 6 . 70 0 . 45 0 . 26 0 . 26 7.0') n. so 13 . 26 8 . 10 0 . 10 0 . 26 0 . 00 21 . 60 6 . ') 5 10 . 03 S. 30 0 . 45 0 . 2& 0 . 06 21 . 66 '+. S 5 11.,.7 14 . 30 0 . 1c 0 . 26 o. oo 15 . 27

10 . 0? 9 . 20 8 . 90 0 . l 5 0 . 13 0 . 2 () l 'c_. co 5 . 4~"'\ 12 . &5 n . 20 (). 05 0 . 10 1. l~ 5 . 20 11. 75 0 . 15 Q. 40

OT- DC OT-/\ C OT- S I

16 . 50 24. 00 0 .6 0 15 . 27 l O. 15 1. 23 13 . ~0 13. 20 0 . 5 7 12 . 00 11 . 14 0 . 39 12 . co 14 . 52 0 . 10

9 . 60 15 . 22 o. oo 1 7 • 6 lt 14. 66 2 . 40

8 . 72 o. oc 2 . 40 o. oc

16 . HO 1. 20 8 . t.iO

OT-DI

1. 50 o.oo a .co 0 . 66 o.oo 0 . 0') o.oo a.co o.oo 4. 80 l. 20

OT-A l

o.oo a. co o. oo o.oo 0 . 6 3 C. 0') 0 . 66

I-' N w

TtJ\ CHE~ GL/\OS1 CNF.

CH I LD JO-ii:$

SRP- JC SRP- OC SRP-A C SRP-BI SRP- DI Si{P-A I OT- OC

7. ~5 9 . 80 7 . 3 3 Q. 6 0 0 . 75 Q. 7 3 5 . 71 8 . l 0 6 . 05 1

) . 70 0 . 6~ 0 . 1t2 0 . 3 ) 14 • 110 , . 15 6 . (>0 7 . 50 o . 55 1. 1? 3 . 50 9 . CJ 1 B . :10 a.oo 2 . 10 0 . 35 0 . 60 O. BO l ,.:; • 30 8 . )5 9 . 50 6 . 60 Q. 4 0 L 10 l. 06 12 . ('0 6. os 7 . 53 14 . YO 0 . () ') •) . 26 7 . 110 'J . ia '> . :i0 7. l J 7 . 70 l . 1,0 0 . 33 0 . () 6 13 . 63 4 . 7(1 '1 . 3 ., 3 . f>C 0 . '• 5 0 . 6C 0 . 20 1 'J . 00 7 . 50 7 . 3.3 7 . l 0 0 . 65 0 . 60 0 . ,t 6 '3 . 5 6 ':i . 18 5 . 73 4 . 9C 0 . 10 0 . 60 0 . 86 5 . S5 ') • 4 ') O. HC () . ,, ~ 0 . 26 (). 56

OT- OC OT-AC OT-BI

9 . 33 8 .7 2 Q. 57 10 . fJO 6 . 00 1. 20

9 . 00 9 . 8 1 1 . 0 3 9 . ') 9 1 7 • l '• o. oo 9 . 33 7 . 33 0 . 6 0

12. co 7 . 99 1.ou 7 . 3 3 4 . 64 1.36

l?. . 0 0 <) . 3 3 2 . 0 0 6. 60 7 . 38 0 . 0 8

OT- DI

1. 33 o .oo l . 50 o.oo 1 . 33 1.00 ') . 6 6 G. 00 0 . 60

DT- Al

o. oo c.oo o.oo o.oo o. oo 0 . 49 0 . 77 .3. 9 9 0 . 91

I-' I\..'.' ~.

TEACHER GLADSTONE

CHILD BROWN

SRP-CC SRP- DC SRP-A C SRP-01 SRP- DI $RP-AI DT- eC

8. 1-t 5 1 2 . 70 12 . 10 0 . 30 0 . 20 0 . 26 CJ. l 9 l 't. 50 17 . 15 18 . 50 0 . 45 0 . 10 0 . 33 IJ • 61 14 . 05 21 . 65 l 7 . 70 o. ss 0.15 1. 60 10 . 87 13 . 25 16 . JO 12 . 70 o. oo 0 . 1c 1.20 10 . 50 13 . 0 5 19 . 60 1 9 • '• 0 0 . 30 o. oo 0 .6 6 1 1. 00 13 • <J,J 14 . 50 18 . 70 0 . 55 0 . 13 1 . 00 10 . 08 12.02 2 3 . 20 12 . 70 0 . 20 0 . lt 0 1. 00 9 . 75 14 . ::iO 21 . 70 2 1 . l 0 0 . 1 5 0 . 06 0 . 60 9 . 28 15 . 25 2 3 . 't0 18 . 10 0 . 45 0 . 20 0 . 20 14. 82 12. 50 14 . l ') 18 . 6 0 0 . 20 0 . 20 l. BO 14 . 79 18 . 8C 11 . 13 0 . 15 1 . 20 18 . 40 0 . 20

OT-CC OT-AC

B. 72 5 . '+8 11. 17 10 .73 13 . 26 6 .77

1 . 20 7 . 71 7. 44 10 . 00 8 . 56 9 . 5 3

17 . 25 15 . 42 7. 65 13 . 7 l 7. 20 5 . l7

DT-B I 01- 0 [

o. oo 0 . 54 0 . 91 o. oo 0 .37 o.oo o. oo 1 . 33 0 . 2 8 o.oo 0 . 48 Q. 34 o. oo o.oo o. oo Q. 30 o. oo 0. 39 Q. 39 0 . 20

OT-AI

o. oo o .31 1. 26 1 - 42 o.oo 4 . 3 0 o.oo 0 . 85

I-' t-J V1

T[ ACHER KANCV

CHIL O LANGSTCN

$RP- BC SRP- OC SP-P-~C S~P-QI SRP- Dl SRP - i\! 0 T- BC

4. 5C 5 . 6 Cl 9 . 15 o . 1 e 0 . 35 o. os 3 . 13 7. 30 6 .. 30 16 . 70 0 . 5 I.> 0 . 1 5 o. os 5 . 20 7 . ,, 5 ? . 7 5 1 3 . 70 0 . 2 5 0 . 5 :i o. os 5 . 30 5 . 05 6 . ,,o 1 5 . 50 0 . 6(1 0 . l CJ 0 . 0 5 S . 76 5 . [\ ? 7 . 3 :5 15 . 1-15 0 . 20 0 . 0'J o.oo 5 . 33 6 . 15 6. l ') 13. 00 0 . 35 0 . 10 0 . 20 5 . 14 6 . 9 '5 6 . 80 9 . 3G 0 . 30 0 . 1 O O. 0~> 9 .1 3 7 • l ~:; 10 . 00 9 . SO 0 . 15 o. co O. C\5 7 . ~8 6 . 60 ~\. 30 6 . 85 o. os o. cc 0 . 05 &. ~3 6 . 40 '1. ~I) 6 . 20 0 . 15 o. oo C•. 00 l 't . 4 5 O • It() 11. ] 5 B . :i.o ') . J0 o. oo 0 . 00

OT- CC OT- AC OT-3 I

5 .4 6 14. 00 0 . 30 6 . 28 7. 55 0 .4 0 7 . 04 6 . 66 1 . 33 9. 0 ?. 12 . 67 C. 4 0 f) . 62 8 . 33 o. oo '). 00 6 . 73 o. oo 8 . 33 4 . 16 2 . 15

11. 11 13 . 00 0 . 76 '• . 8 6 15 . 49 o. oo 3 . 22 24 . 00 o.oo U. :i 2

OT-DI

1.63 l. 7 1 0 . 70 o.oo o .oo o.oo o.oo 0 . 85 o . 37 0 . '16 1 . 16

OT-Al

2. 0 0 1. 33 a . co C. 70 1. 0 6 1. 03 2 . 60 ,, • 50 2 . a1 6 . 66

,_.. !\)

O'I

TL'\CH ER

CHIL D ~ ILLIAMS

SRP- ~C SRP- CC SRP-AC SRP- BI SRP - OI SRP-Al

6 . 50 8 . 20 7. 55 0 . 50 0 . 15 0 . 10 9 . 00 9 .i s 3. 0C o.os 0 . 15 o . J5

13 . 20 l O • '+5 13.7 0 o.os 0 . 10 0 . 15 13 - 20 9 . 50 7 . 50 o. cs 0 .t 5 0 . 3 5 1 1 . 25 9 . 7•; 9 . 20 0 . 05 0 . 05 0 . 05

7 . JO 1() . 65 l O . 10 o. so o. co o.oo 10 . 15 B . 15 11. 60 o . :~o o. cs o. oo 10 . 25 13 . 15 10 . 65 0 . 1() o.oo 0 . 50

8 . 6() 7 . 40 11 . 2 5 O. 2 :> o.cc 0 . 25 9 . c.; 'J 11 . 75 l3 . 25 0 . 2c 0 . 25 0 . 10 9 . CO 10 . 4 5 0 .6 ~ 0 . O:i

KANOV

Dl-GC OT- CC DT-AC

9 . 6 0 12 . 28 4 . 69 l '.) . 66 7 . 79 10 . 85

0 . 04 12 . CJ6 9. 6 1 8 . 62 10 . 8 4 6 . 40 7 . SO 11 . 20 11 . 66

11 • 4 't 10 . 68 (, . 63 11 . 6 0 9 . 63 l 0 . S9 1 0 .59 15 . 89 15 . 30 1 o. ,~o 11. 94 21 . 42 14. 0 4 1 . 26 10 - 14

10 . 8 4

OT-BI OT- DI

C. 8 0 o.oo o.oo o .. co 0 . 20 o.oo 0 . 63 o.oo 1. 5 8 o.oo l. 2 0 a . co 0 . 4 0 o. oo c.oc 0 . 66 C. 80 o.oo 1. 2 3 o.oo

o.oo

OT-A I

o.oo o.oo o. 36 o.oo 0. 8 3 o.oo 1. 38 l.63 o.oo 0 . 20

~ I\.)

...J

Tf.ACHC:R KANGV

CH I L!J H/\THv.'AY

SRP-8C SRP-OC SRP-AC SRP-131 SRP - Dl SRP - /d DT- RC

4. 60 1-t • 60 1 . 20 0 . 10 0 . 45 o. oo 8 . 36 5 . 20 5 . 7Z) 14 . 15 0 . 75 0 . 40 0 . 05 11 . 96 4.5() 6 . 90 7 . 45 0 . 20 0 . 25 0 . 10 15 . 18 6 . / '> 4.50 6 . 90 0 . 2:> 'J . l 5 (1. 00 12 . 0 3 3 • It 5 5 . 9~ 8 . 55 0 . clO 0 . 3C 0 . 00 7 . 33 5 • 1-t 5 6 . <JJ 8 • 1 C' 0 . 6 5 0 . 10 0 . 10 LL 63 It . 7 C t_i • '{ !_) 6.65 0 . 20 C. 3 5 o.oo iG . 2S 6.55 6 . 7:, 10 . rrn Ci. 2C 0 .2 0 0 . 00 l ) . 52 6 . l '3 9 . ( 10 7 . 5 5 0 . 4 (1 o.o~ C . 10 7 . CJ 9 . B:, 10 . B:i O. 30 ~ . C.:5 o.oo 8 . '• 5 7. 6C1 6 . 10 0 . 20 0 . l C 0 . 20

OT-OC OT-A C OT-0 1

5 . 06 8 . 18 o. oo 8 . 0 9 6 . 61 o. oo 8 . 18 12 . 04 0 . 0 0 7 . 'i 0 5 . 2& o.oo 4 . 60 7 . 9 4 2 . 00 8 . 12 19 . 69 3 . 03 7. 46 5 . 57 o.oo

12 . l2 6 . 00 o. oc 11 . 50

8 . 4 l 1e.oo

OT-O I

0 . 63 0 .9 5 o.oo o.oo o.oo o.co 2 . 98 o.oo

OT-A I

0 •'t 5 0 .41 o.oo o. oo 0 . 24 3 . 03 o.oo 1. 20 l. 50 0 . 62 0 . 00

I-' I'..' co

TEACHER KAf'JOV

CHILD CARVER

SRP-BC SR P- OC SRP-AC SRP-B I SRP-Gl SRP-A l OT- BC

5 . 90 6 . 25 g . 15 o.oo 0 . 20 0 .1+0 5 . 0 3 6.85 6 . 50 6 . 80 O. 15 0 . 10 0 . 15 12 . 00· 6 . 95 ~. 1-t 5 6 . 45 0 . 45 0 . 20 0 . 20 11.42 5 . 60 ,, • 05 1.20 o. eo 0 . 25 0 . 30 5 . 50 5 . 80 6 . 35 7.15 ,J . 5 5 0 . 05 0 • '+0 6 . 66 5 . 40 6 . 20 7 . '50 0 . 35 o. cc 0 . 20 d . 00 s . 20 "I . 30 ~L 3 !> 0 . 10 O. CJ 0 . 05 B • 130 7. 3 5 1.10 7. 90 0 . 25 o. co 0 . 05 12 . 04, 7. '2.0 8 . 05 7 . 8C 0 . 80. 0 . 05 o.os 10 . 41 7 . 10 5 . l'.:l 7 . 25 rJ . 30 () . 00 0 . 10 16.00 8 .35 4 • <) ':> 7 . 65 () . 50 0.05 0 . 20 13 . 1,3

DT-OC OT-AC

6. 16 13 . 63 8. eo 17 . 33

11.96. 2.73 8 . lJ 1 1 . 58 3 . 22 6.01 H. 86 10 . :>9

13 . 25 10 . 85 6 . 91 9 . 33 0 . 90 6 . 91

OT-BI OT-DI

o.oo 0 .1 5 4.0 0 1.60 2.2 8 1.00 0 .92 o.co 1 . 00 Q. 38 1. 14 0 .. 00 2 • 1f 0 o. co o.oo 0 .92 0 . 52 o.oo 0 . 80 o.oo

OT-AI

o.oo 1. 33 o.oo o .. oo o.oo C . 92 o.57 2.66 1. 38

1--' N \0

TEJ\CHER

CHILD f'.,'\U .. ARD

SR.P- DC SRP-DC SRP-t,C SRP-i3 I S~P-01 SR P-A I

10 . 66 l .:i . 10 12 . 90 0 . SC• a. co o.oo 13 . ':t 0 12 . 90 11 . 4? O . 't C 0 . 20 o.oo 13 . 1':> t) . 7 5 1 '5 . 60 C. 75 0. C 0 0.05 13.75 l~.30 l 11 • l S Q. 65 0 . 1c 0 . O!> 13 . ~5 lJ . 00 1:) .7 0 0 . 4 1.i 0 . l 0 0. l () 12 . ~ ~> 11.35 9 . 3'> 0 . , .. 5 (). 0 ::i c.co lJ . 2~ 12 . 85 9 . 3'.:> 0 . 4() :i . 0s o.oo ll. ~30 l 3 . 3 :) 12 . 20 0 .4 0 ~). C 5 0 . 05 i. 5 . B 5 13 . 75 8 . 85 0 . O 5 0 . 1)0 0 . l 0 111. 2 5 tl. BO 11 . 20 0 . 1s 0 . •JO l1 • 00 l ', . CO 1 l. ~ 5 16 . 60 () 1 ....

• - L, o. co 0.0()

KANCV

Dr-BC OT-CC OT-AC

12 . 00 15 . 25 13.00 4 . CO l ?. • 3 l 16 . 54

15 . 66 l '• . B 5 11 . 27 11 . co l 3 . 7<J 14.02 1 () • 66 16 . 52 9.02 1 7 • ,. 6 15 . 34 i9 . 53 2 2 . [.;0 16 . 66 16. 00 1 S . 40 12 . 41, 9.oo 11 • '16 10 . 98 21. 83 18 . 49 9 . 15 12.20 l '.) . ~· l 1 l . 00

OT-DI OT- 01

0 . 40 0 . 84 o. oo o.oo LO O o.oo 1. 00 0 . 25 2 .7 7 o.oo 0 . 60 0 . 86 2 . l 7 0 . 00 1. 49 o.co l. 53 o.oo 0 . 68 l. l 7 0 . 0 1) a .co

OT-AI

4. 00 0 . 1s 0 . 72 o.oo 0 . 1s c. oo c.oo o.oo 0 . 10 1.03

..... w 0

Tc:,\CHER

CHILC ALLCN

SRP- UC SRP- OC SRP-AC SRP-~I SRP-OI SRP-AI

0 - 46 4 . 0 5 . 3 . 55 0 - 14 Q. 25 0 . 05 5 . 25 a .1+2 4 . 35 0. 30 o . 35 0 .25 4. 75 C . 30 6 . 9 5 0 . 10 0.1s o. oa 0 . 35 2 . 2 5 10 . 7 5 0 . 1t C 0 . 3 0 Q.05 3 . 7 5 Q. 3 1 ,) • 8 8 0 . 1t '.J 0 .1 0 C,. OJ C . 3 2 6 . 05 14. 55 0 . 55 0 . 05 o. oo 3 . 05 3 . 05 11 . 55 0 . 7 C o . O? o. oo 0 . 3 7 0 . 0 1 lit . 5 5 0 . 75 o. oc o. oo 0 - 4 2 D . lt3 12 . 5 5 0 . 70 '.). CC 0 .15 3 . 05 C . 4 5 0 . 49 0 . 50 o.oo 0 . 10 4 . 7 '.J C . 44 1) . 4 5 0 . 4 5 o.co 0 . 15

1<11;,.rnv

or-nc OT-DC OT-AC

It • 10 6.00 3 .72 8 .7 0 2 . 10 4 . 54 6 . 0 0 s . oo 8 . 19 7 . 30 5 . G8 9 .30 't • <; 0 5 . 10 8 .27 !+. 30 2 - 92 12 . 00 5 . 20 3 . 14 5 .1 1 5 . 60 9 . 15 5 . 10 6.85 6 . 90

OT-BI OT- DI

o.oo a.s o o.oo 0 .31 1.2 0 1. 7 0 0 .67 o.oo 0 .67 0 . 58 o.oo 1.00 o. oc o. s2 0 . 130 3 - 80 l. 7 0

OT-AI

1.24 Q . 84 o. oo 6 . 60 ?. • 2 5 9 . 60 4 ,4 3 5 . 63 0 . 00

.... w ....

TEACHER

CH IL O YOUN<~

S~?-8C S~P-UC SRP- AC SRP- DI SRP- 0 [ SR.P- i\ I

3 . 2C ·, . l 0 7 . C5 0 . l 0 O. C5 0 . 0 0 L 10 1, • 5 Cl 7 . ?.') o. ~o Q. 15 o.o5 '1. 10 ·r • cc· 9 . 90 0 • .3 () o. oo (' . 05 2 . ~'.) 6 . 70 6 . 20 0 . l 0 t"). l 0 o. oo ') • 7 0 6 . 60 u~. co 0 • .30 O. 2 :> (; . 00 ,, • 0 i) 4 • 30 lJ . lll 0 . 10 Q. 05 0 . ()0 5 . ·10 :> • 2~ 13 . 00 0 . 20 0 . 15 o. oo 7. 20 ') . 60 11 • 70 O . YJ o. o~ 0 . 00 S . U) 11 • 30 0 . 10 •J. l 0 6 . 6(1 0 . 10 r, , ,tC Q I I " . .. :>

SuTTllN

OT- !3C OT- CC rn - Ac

4 . ?0 4 . 80 1 1 • 1t 0 3 - 60 7. BO 6 . 3 0 3 . 00 12 . 00 12 . 00 . .:S. GO 12 . 00 6 . 8 0 2 . 60 9 . CO 7 . 20 ,, . co 1 0 . 00 3 . 1) 0 6 . 40 , .. . 20 9 . 0 0 3 . CO 'i . 80

OT- BI DT- 0 1

1. 20 o .oo 1. 2 0 o.oo 0 . 30 o.oo 0 . 20 0 . 00 0 , 6 0 o .oo 0 . 50 0 . 6 0 0 . 30 a. co 0 . 4 0

OT- AI

0 . 't 2 o. oo o. oo o. co c .co o. oo 0 . 60 o. oo

...... w tv

TEACHER

CHI LD i~ IL LF ORO

SRP- BC SRP-DC SRP-AC SRP- Ul sgP-01 $ RP- AI

Lt • 20 4 . 90 4 . 50 0 . 20 0 . 30 0 . 30 3 . 8C 3 . 30 Lt • 7 0 0 . 7C 0 . 25 0 . 15 3 . 80 3 . 10 '.>. 10 (J . 8 0 0 - 25 0 . 3 0 3 . 50 3 . 60 4 . 50 1. co 0 . 50 0 . 15 3 . 70 5. 00 5 . 00 1. co 0 • .:S5 c. oo 3 . 50 4 . 0J 5 . 50 0 . 50 O. :.i5 0 . 3 5 3 . 70 6 . 00 6 . (1 0 o. uo 0 . 4'.) o.o5 Lt • 80 4 . 70 4 . 00 1. 00 0 . 60 o. oo .3. 10 5 . 7 0 1. co 0 . 30 3 . 60 0 . 50

SUTTCN

OT- BC DT- CC OT-A C

4. 20 4. 20 7. 80 3 . 60 3 . 60 6 . 60 3 . 60 12 . 0 0 5 .4 0 ,, • 80 8 . ,, 0 4 . 30 4 . 80 10 . 80 l . 8C 2 .40 Lt . 20 2 . L10

OT-BI OT- DI

l. 80 0 . 60 0 . 36 0 .3 6 0 . 60 o . oo 0 . 6 0 0 . 60 1.so 3. oo 0 . 6 0 1 . 2 0 1. 2 0

OT-A I

1. 20 0 . 60 0 • Lt8

0 .4 2 c.oo

....w w

..,

TEACHER

C!I IL I) 1~ t, TT IE L

SRP-OC SRP-GC SRP-AC SRP- OI SRP-01 SRP- /\1

2 . 31) ; . 30 8 . 30 8 . Li 0 0 . ,:)() o. o~ ?. • C• G 3 . ;Q 6 . 70 o. 30 o. o; 0 . 05 't • tl C. :, • 3J 7 . CC ().3() o. cc (I • Q 'j

2. l,t() 4 .io {, . 50 0 . iG C . 0 5 0 . 05 ,,. . L)(1 ::, . C)i) 6 . c,o 0 . 3': · O. GO 0 . 2c 2 . 70 J . 70 10 . eo 0 . l 0 o. co 0 . 0 (1 5 f' (1

• V _, 5 . 10 0 . l 0 O . C'J 0 . ,Y)

4 . J O 7 . 7 (, 0 . 10 0 - 0~ o.oo l1 • 1 (' 0 . l ·) ,., • ,. 0 c . ?5

SUTTON

OT-BC OT-DC OT- AC

6 .. CO 5 . 4() 9 . 00 b . CO 6 . CO 6 . 00 ] • CC' 5 . ,,o 4 . 80 ) . )0 6 . 00 7 . !iO i. ~o 18 . CO 3 . 60 2 • ,,(J 12 . 00 3. co 18 . 80

OT- Bl OT- 0 1

0. 3c o. oo 1. 2 0 0 . 40 0 . 60 o.co 0 . 60 o .oo 0 . 60 o.oo 0 . 6() 0 . 60

OT-A!

o.oo o. co 0 . 60 0 . 30 o.oo C. 08

..... w ,t,.

TE/\CHER

CHILO HINES

SKP- BC SRP- OC SRP-AC SRP- 31 SRP-01 $RP-Al

3 . 40 5 . 3') 6 . tt O 0 . 10 0 . 15 0 . 2 0 It • QQ 2 . 90 6. 30 ') . t, () 0 . 0 5 0 . 10 It • 2 0 5 . -,o 5. 40 o. ~o 0 . 15 0 .3 0 3 . 90 4 . Q:') 6 . 51) :) • 2C 0 . 3 0 0 . l O 3 . 4l' 4 . 50 e . os 0 . 30 o.oo 0 . 15 3 • 1t0 "/. 'tll 5 . 30 O. JO 0 . 10 0 . 3:) '3 . 50 6 . 60 5 . 10 0 . 20 0 . 05 0 . 20 2. ~o . 5 . ~ .. ) 0 . 1 Q C. 30 6 . 10 0 . ,,o 1t . l 0 0 . l 0

SUTTGN

OT-eC OT-OC or- 1,c

3 . 00 3.00 4 . 80 3 . 00 3 . 60 1 . 20 3 . 60 12. 0 0 6 . 00 5 . 4 0 12. 00 1 . 20 1t . 20 6. 00 2 . 40 18 . CO '• . 2 0 7. 00 3 .CO 4 . 80

DT- 81

1 . 20 0 . 6'J 0 . 6 0 0 . 6 0 Q.60 0 . 24 c.oo o.oo 0 . 6 0

DT- 01

C . 30 0 . 36 o.oo a.co C. 6 0 o.oo o.oo

OT-A I

0 . 36 0 . 3 0 0 . 48 0 . 54

!oJ w V1

TEACHER

CHILO GCDoULT

S~P - CC S~P- CC $RP-AC SRP-~I S~P-01 SRP-Al

2 . 70 3 . l () 5 . 20 0 .6 0 o. so 0 . 25 2 • l) () 2 . uo 6.30 iJ . 5C 0 . 40 0 . 2 0 :L60 .:5. 6') 6 . 50 0 . 4C o. ~o 0 . 10 2 • l C. 2.. 90 J . 30 o . ·ro 0 . JO 0 . 20 3 . 50 2 . '.,(.' 2 . 90 0 . ')0 0 . 3C 0 . 10 2 . 30 2 . 90 3 . 50 O . 5 0 0 . 4 0 0 . O'J 3 . 20 s . to o. 5o (). 2 5 2 . CJ C ,, . u'5 0 . '.> (t 0 • .3 0 3 . 0~ () . 60 } . 70 (l . '.> 0 2 . 6') 0 . 25

SUTTCN

nr-cc OT- CC OT-A C

4. ac 4. 80 0.60 1. 80 3 . 60 ,, • 130 2 . ,,o 1 • oC 3 . GO 2 . ,,o 3 . O() "j • (>0 J . 60 4.20 4 . 80

OT-BI

1.2 0 1. 20 3. 00 1. 30 1.2 0 1.2 0 1.2 0

OT-DI

o.oo 0.60 o. oo 1. 20 0 .6 0 0 .3 6 o. oo

DT-A I

0.48

1--­w (1\

TEt,CHER

CI-IILC r-o~o

SRP- BC SRP- CC SRP- AC SRP-HI 5RP- 0I SRP-J\I

2. 60 Li • l 0 o . 75 0 . 20 0 . 50 0 . 40 2 . 00 4 . 50 o . 75 0 . 50 o. sc 0 . 20 3 . 20 4.6 0 0 . 93 o. 9c 0 . 1 .. 0 Q. 30 2 . 4 ') 4 . 60 0 • fi 7 l. co 0 . 10 0 . 4 0 2 . 90 5. U5 0 . 68 0 . 50 0. 3 '.> 0 . 30 2 . l O 3 . 80 i) . 75 0 . 4 0 0 . 30 0 - 30 4 . '..iO O. MI 0 . 66 1 . 00 0 . 80 o. so 3 . 60 C . 51 0 . 11 C . SO 0 . '• 5 Q. 80 5 . 10 0 . 40 1t . 8 0 0 . 10 3 . 70 0 . 50

SUTTON

or- sc OT- DC OT-AC

4 . 80 3 . 60 6 . 60 3 . 60 4 . 20 6 . 60 1- 80 6 . 00 3-60 L - 40 6 . 00 '• . 2 0 ) . 60 6 . 00 10.80 3 . 60 12.00 7 . 20 3 . 60 5 . 40 3 .6 0 l,t . 20

OT- BI OT-01

0 .4 8 0 .4 2 0 . 60 2 . 10 1.2 0 o. oo 0 . 96 0 . 60 1. 20 1. 80 0 . 96 o.oo 1 . 20 C. 30 0 . 30

OT- AI

0 .4 8 1. 20 Q. 60 0 . 60 o.oo 2. ,;o 1.20

..... w -..J

Tl:ACHE:.R

SH IL O HChl\!U)

SRP-BC S~P-DC SRP-AC SRP-8I SRP-Ul SRP-AI

3 . 30 ?. • 25 1+. 20 o.co o. 10 0 . 20 7 . 65 ~ . ~Q I+ • 3 3 C. 05 0 . 40 0 . 06

l O . 15 3 . 50 4 . 33 o. 1c.• O. LC G. D6 10 . ~o H. &C 7 . 00 0 . 3C o. cs 0 . (l 6

9. 2 '"i 4. 6(> It • fl 0 1). 25 0 . 33 0 . O:) 11 . c 0 ·~ • :> 3 3 . 40 C. 05 0 . 13 {) . 00

C,. 1t 5 3 . (16 <).? ~) 0 . (.if) 0 . 26 O. 10 :, • 10 J . 05 8 . 65 0 . 40 o. l 0 0 . 00 r; . 0 3 5 . 13 9 . q(. ') . 0(: 0.lJ {_). l 0 5 . 2 5 4 . t:6 4 . C~ 0 . 05 l. l 3 0 . l •) 2 . C. 5 10 . 1,5 0 . 65 0 . 05 3 . l 0 8 . 7~ C . ?. 0 0 .1 0 l. 15 r.. l ()

Wf.CGlR

DT-OC DT-OC OT-/\C

7. 33 1. 25 6.66 1. 26 0 . 76 2 . 60 ~ - 59 o . :n 2 . 28 It • 9 :> l. 86 1. 24 1t • 2 '• 1 . 50 J.60

l 3 . St+ l. '14 3 . P5 12.75 J . 1t0 l) . l6 1 . 08 3 . 't4

OT-Bl DT-01

1. 3 3 0.20 1.60 1.1 5

11.55 0 .31 '•. 8 7 0.5~ '-j . 6 7 15.00 7.7 0 4 . 08 6. 6/)

1. 4 '• 3.44

OT-Al

9.33 0 .2 5 0.28 0 . 99 0 .1 9 0 .2 4 0 .7 0

.... w (X)

TEACHFR

CHILO FCGARTY

S~P- OC SRP-OC SRP- tC SRP-BI $RP-DI SRµ- AI

2 . 10 2 . 30 7.20 0 .. 0 5 0 . 15 o. c8 2 . 30 2 . 60 :) • 3 0 0 . 20 0 . 15 o.oo 2 . 4? 2 . 1~ 5 . 73 0 . U(' o. co 0 . 13 4 . 25 6. 25 3 . 33 0 . 2 0 0 . 15 0 . 00 2 . 50 6 . $3 4 . ?.0 o.o~ 0 . 06 () . 2 ~ 4 . 1t0 5 . 06 5 . 65 0 . 20 I) . cc o. os 5 . (> ~ 6 .7 3 3.7 0 0 • 't 0 a. co 0 . 00 ~ .1 5 7. 35 5 . 60 0 . C 0 0 . 15 O. Ot) 3 . 9 5 B.4 6 2 . 05 0 . 20 0 . 06 Q. 05 o . ::rn 4. 93 3 . 10 0 . 30 0 . 06 o. oo 2. 35 4. 65 0 . 30 0 . 0 5 3 . 10 3 . 6 5 0 • 11 (, 0 . 10 2 . :iO 0 . l 0

vH: Bi3 ER

OT- BC OT- DC OT-A C

2 . fJ6 3 . 24 1 . 66 2 . 11 1 . 61 3 : 6 4 1 . 63 2 . 74 2 .7 7 3 . 83 l.65 1. 14 C,. 60 4 . 0 5 1 . 33 1. 8 3 l. 8 1 4 . B9 l. 74 1. 50 4 . 52

OT- BI

o. oo 0 . 70 0 .3 2 o . 34 4 . 5 0 1. 67 c.oo 1 . 2 4 o. a2 l . l 2

OT-0 1

0 .9 7 0 . 53 o . 54 0 . 99 0 .. 06 0 . 4 9

OT-J\ I

0 . 82 o. s1 1 .7 3 0.8 2 0 . 2 9

t-' w \D

TEACHLR

CHILO 0 fl S S

SRP- :3C S:~ P-DC SRP-AC SR P- [H SRP-Dl SRP- AI

2 . 8() It • 3 '.> 10 . 60 0 . 10 0 . 10 0 . 33 J . l 5 5. ()5 4 . 33 0 . 25 0 . l 0 0 . 20 .3. 7C 6. lt ~ 6 . 33 0 . 15 0. 1 5 C. 26 3. l 0 6. 2:., It • 93 1) . l :, 0 . l ~ Q. 13 3. •.) C) 0 . 70 4 . 95 ') . l ~ 0 . 13 0 . l :i S. 0 5 o . 33 "/. 2S 0 . 45 0 . 13 0 . 15 3 . 01 6. 3::, 5. 90 0 . 2c o. oo 0 . 2? 2.35 7 . 1 0 6 . 35 O. 15 0 . 15 0 . 15 '• . 5U 7. 93 6 . ?5 8 . l ~ 0 . 13 0 . 2 5 z.~o 6 . 1.1) It • l 5 0 . 15 f) t • ..! ...... - .. }

., , C 'v . l. J

It • It 5 4 . 20 0 . t.>O 0 . ?. 0 i, • L j 3 . 75 o. ~o 0 . 3() ·,. 1 C 0 . 00

'.-JE ol.H: R

D T- 3C DT-LlC DT-AC

0 . 60 6 . 24 7 . 99 4 . 41 6 . 72 12 . 00 4 . 90 5 . 80 8 . 30 3 . 55 7 . 99 7 . 82 6 . 16 12 . 00 7 . ·)9 f. S3 9 . U't 7 . 99

4 . 39 18 . 00

DT- 0 I OT-DI

o.oo o.oo o.oo o.oo 0 . 54 o. oo o. oo o.oo o.oo 0 . <J l o. oo o.oo

CT-A 1

o.oo 4. 50 o.oo o.oo o. oo o.oo c.co o.oo

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0

TEACHER

CHIL D St-' I TH J

SRP- BC SRP-CC SRP-AC $RP- CI SRP-OI SRP-AI

3.3 0 2. 00 0.20 o. oo 0.01 o. oo 6. 55 1.65 l.66 0 .2 0 0 . 00 0.0 0 6 . 30 2. 10 0 . 8 6 0 . 25 o. oo 0 .13 3. 10 Li. 80 2.6 0 o. oo 0 .1 0 o. oo 3. 25 3. 00 l. 9 0 o. oo 0 . 2c 0 .15 2. lC1 2 .7 3 0 . 95 o. cs Q . 13 o. oo o.co 1. 53 7. 68 a .co o. oo 0 . 1 o 2 . 05 2.2 5 4. 50 0 .)5 o. co 0.2 0 5 . 0 1 l. 53 7. 30 o. os o.co 0 .4 5 2 .1 5 1.6 0 4.13 0 .1 0 o. oo 0 .1 5 l. l 0 5.9 0 0.10 o. oci 2 1 •• . ,.., ') 3.9 5 o. co C. 0·) 1. 30 0 . 05

WEBDER

CT-BC OT-DC OT-AC

10 . 15 2.57 1.74 1. 8 1 2.41 5.17 2.49 l. 69 3. 0 9 0 . 92 L 56 1.66 l • 7 7 4.7 0 1.37

OT-SI OT-DI

1.84 o.oo 1.00 0.26 0.22 0.30 0.39 0.22 0.31 o.o o 0.4 5

OT-Al

o.oo 0.77 1.27 0.60

.... ,i:,.. ....

TEACHER

CH IL L: SHOUP[

SRP-OC ~RP- DC SRP-AC SRP-81 SRP-DI SRP-A!

l. 95 j . 20 L 73 0 . 20 0 . 06 8 . 30 3 . 15 4 . 15 1 . 20 0 . 4 0 a . cc 6 . 12 5 . () 5 3 . 25 ;~ • ,. 6 0 . 2c 0 . 40 It . 32 3 . 9 :) 2 . 1 (• 0 . 1. 3 o . c5 c. oo 3 . ~6 '•. 7G ,, • 1t 6 4 . ?6 0 . 25 '.). 21;, 4 . 32 7 ,- ,,

• _) V G . 3(J l. ?O ') . 00 0 .2 c 3.Hl 3 . 7 ~ It . ?O 0 . 7:; C . 7 0 0.06 3 . 3') '•. 20 2 . 30 0 . 25 o.oo 3. uo J.53 2 . 73 ,_!. 4 5 0 .,,.,

• '- .J

0 . 30 t.46 '.). 50 0 . 20 0 . (,0

\...;f.G!3tR

OT-CC UT-CC D T-1\C

2 . 65 6 . CO 3 . 6<) 3 . 22 3 . 21 2 . 44 5 . 45 1 . 00

1 . 11 l. 62 o. oo

OT-CH OT-01

0 . 29 1. 99 0 . 24 o. sa 2 . 12

OT-A I

0 . 2s C. 05 0 . 05 0 . 05 C . 60 0 . 06 0 . 06 O. O:> a. co o. oo

....

.i:,.

N

TEACHER

CHILD ol:RR Y

$RP-BC SRP- DC SRP-AC SRP-BI SRP-OI SRP-t\I

'3. 8 ".) 0 . (JO 7.00 0 .7 5 0.25 0 . 60 7.80 <.J. 30 5.50 O.S 2 0 . 3~ Q .l t:-J

3. 6( 1 7.30 10 . 70 0 .2 6 0.30 r). 3 0 t. "' ., t- • .? _, 3 . 80 3 . 70 0 . 16 0 . 00 o.oo 5 . ~4 l~.70 8 . 30 o. in 0 . itO o.oo 6.56 7 . 60 l O . 3 1t 0.31 0 . 30 0 . 80 5.62 13.60 0 . l 0 0.2~ 0 .3 0 0 . 20 3 . 80 7 . ·rn 12.70 1 . cH.' 0 . 1c 0 . 20 2.50 7. 8() 7 . 40 0 . l.':> 0 . 20 0 . 30 S. 9C CJ. SJ ll . 9C 0 . 05 0.30 CJ. 5 0

9 . 90 0 . 5:.)

SHEA

or-nc DT-OC OT-AC

4.()0 1.4~ 0.75 l. 20 1.20 3.20 .5. 50 7.50 0.75 1.co 0 . 86 0 .66 1.85 0 .10 2 . 25 1. 20 2. co 2 . 60

DT-B I OT-DI

4.00 1.57 1.2 0 0.20 2.50 o.so 6.00 0 .06 0.10 1.75 1 .. 2 5 0.66

OT-A I

0.10 0.25 o.so 2.33 1.30 a.co

.... .i:,..

w

l~ACHER

CHILC i1ALKER

SRP-GC Sf~P-OC SRP-AC S~P-C! SRP-fJI SRP-,'\ l

2 . 60 (i . 75 7. uo 0 . 7C 0 . 10 o. :~n 5 . 12 5 . 50 l~ . 30 o. u~ o. 5e o. oo 4.S5 6 • l '> ll . GO fJ. 2 2 o. o~ 0 . 20 (1 . 64. 6 . l ::1 12 . :0 0 .1. <) 0 . C ~i r.:. 20 7 . 0 :i 7 "r. • O:.> 9 . 70 0 . 2-1 0. 0 5 (l . 00 6 . J :> 12 . 2c 12 . 20 !) • 1t 7 0 . 30 0 . 30 7 . 6 1) t '• . 10 12.2 c () . 2? ~). 1 C 0 . 2 '.) () . 2 5 7.00 10 . 20 0 . 20 () . 3 (.) o . y:, It • 30 l't . 50 t l • ,, 0 O. 2 5 (). _10 0 . 00

c; . 0~ 14 . 7(' 0 . 25 C. 40 15 . 90 0 . 4()

SH f: /1

or-nc OT-DC OT-AC

2.co 2.co 3 . 28 J . 50 1 . 28 5.00 4.CO l. 20 '• • )O {). 50 l • 't () 1t. co 2 . 33 1 . 60 2 . 33 l • 'jJ 2. 16 '• . () 0 l • '+ 0 ] . CO 1.75

2.. 60 It• 00

OT-BI OT-01

2 . 00 1.3 3 2 . so 0 .57 o.oo o . so 2 . 50 o.oo 2 . 00 0 . ttO

0.92 0 . 03 1.20 o.co

o.oo

OT-Al

0 .1 4 o.oo o. so 3 . 66 2.33 3.00 2 .7 5 2.00

.....

.:,.

.:::.

TEACHER

CHILD JAMES

SRP-DC SRP-OC SRP-AC SRP- Bl SRP- DI SRP-AI

2 . 75 5.65 10 . 90 0 .2 0 o. oo 0 . 20 6 . 10 1-+. 25 11.2 0 0 .1 s 0 . 25 0 . 20 4 . 61 6 . 25 9 . 10 0 . 16 0 . 30 U. 30 5 . -, 8 5.70 10 . 40 0 . 33 0 . 10 0 . 10 6 . 25 4.75 S . 90 0 . 05 0 . 05 0 . 20 7 . 27 8 . 6() 12 . 00 o.os 0 . 20 o. so 7 . 10 8 . 00 10 . 20 0. l 0 0.05 o.oo 7. 20 9 . 20 11.cc (°) . 05 G. l 0 0 . 35 4.35 13. 20 9 . BO o.os 0 .30 0 . 1 7 •!t-05 11 . 00 12 . 00 0 . 15 0 . 25 0 . 30

1.00 c . 10

SHEA

OT-OC OT-CJC OT-AC

6. ()0 12.00 4. 00 10.00 12.co 9 . 00 14.CO 5.20 5 . 00 13.CO 11.50 13.00

8 . 00 5 . 00 12.00 12.00 9.CO 8 . 00 10.co 8 . 00

2 . 75 9.00

OT-BI OT-DI

o.oo 1.00 o.oo o.oo 0.25 0.20 o.oo o.oo 0.50 o.oo o.oo o.oo 0 .2 0 o. oo

OT-A I

1.00 o.oo c.oo o.oo c.oo o.oo o.oo 0.50

.... ,I:'.

VI

TEACHER

CH i LO $ T t ~; \ i{ T

SRP- GC SR?- OC SRP-AC SRP-Bi SRP-01 SP.P-AI

3 . ?O 7 . l ) 7 . 6 0 0 . 0 5 0 . r) 5 o. oo ,, • i! 4 8 . 30 8 . 20 0 . 1~ G. 0 '5 0 . 10 4 . 94 C. • C ') 1 i • l 0 0 . 3 ?> .:. oc 0 . (JQ 1, . ? 7 2 . bO 1.2 . 7 (J C·. 6 t; () . 0 '5 0 . GIJ l. • 2 (: l • J° ) l ') • ,, 0 0 • l 5 o. cc J . C)·) (, . 5? t: . 40 l) . <3C• o. co ·~. cc 0 . l ,j I+ • ') 4 liJ . SC' 1 . 60 ·(; . 52 ri r "· '~ . .., ,_. l) . Q:)

S • 1 1) 9 . 5) tt . 25 0 . 10 r, (' {"'I ... .., .... 0 . 0'.) 5 • 1,:: t. . 60 6. ~o 0 . 0 5 0 . 4 0 \} . 1 '.) 7 . 3 5 1 .... 1•0 11 . 5G ') . C 0 0 . I. O o. oo

SHl:A

OT-BC OT- CC DT-AC

B. 00 12 . ::;o 5 . 0 0 l C • 0() 4 . (;0 9 . 00 l :!. • co 6 . 66 9 . 0 0

6 . CO 18 . ( 0 14. 0 0 tc: . cia 13 . CO 7. 00 12 . c i:1 tl . 50 10 . 50 2. co 13 . CO 12. vO

1C1. CO 6. :;n 11 . 50

DT-BI CT-DI

o. oc L OO 2.00 0 . 25 o. oc 0 . 00 o. oc c . oo 0 . 0 1 i) . 50 o. oc C. 50 Q. 25 a. co o. oo a . so

a .co

OT-AI

c. oo o. co o. oo c . oo o. oo 0 . 50 o.oo

..... ,t,. C\

TEACHER

CHILO oRChN

SRP-SC S~P-OC SRP-A C SRP- BI S RP - DI SRP - Al

l . ttO 6 . 2 () l l. 30 0 . 20 C. 35 0 . 4 ') 2 . 9(; 6 . 66 7. 3 0 0 . 25 0 .70 0 . 2 0 3 . 05 6 . 40 9 . 40 'j . 2 ~ 0 ) ') • :J ~ 0 . l •J 'i . 114 6 . t it) 9 . 80 0 . 3(.1 0 .15 0 . 10 3 . 11 6 . jQ 15 . 40 0 . l 7 Q. 25 0 . 50 5 . 7 ':i '.:i. 20 11 . 80 1. 12 0 . l 0 o. 1 c• 5 . 21 6 . 30 12 . 13C- o . 63 O. JC 0 . l ') 5 1 '\ • .I..• ..... b . ':;0 ':). 20 (· . l 7 0 . £.C 0 . It C· '1 . 60 a . c,o 15 . 80 C . 3 (• 0 . 20 C. fJO It . SO U.4 0 11 . 00 0 . 3 0 <.,. 1 G

9.1 0 0 - 30

SHEA

GT-BC OT- CC OT- AC

; . co 2 . 11 3 ~ l.iO 1 . 50 2 . 33 11 . 00 ;L 60 l- 60 l !. 00 2 . 75 7 . 00 2 . 50 3 . 00 9.00 3 . 00 1 . 75 't. 00 3 . 5 0 2 . 33 J . 00 4 . 00 5 . 55 12 . 00 2 . 50

7 . 50 2 . 00 5 . 00 3 - 0 0

DT- 3 I OT-DI

o. 2 5 0 . 11 2 . 5 0 0 . 20 0 . 33 1. 00 o.oo 0.33 1+ . oo 1 . 0 0 0 . 7 5 o.oo 0 . 33 3 . 00 0 - 5 0 2 . 00

4 . 50

OT-A l

2 . 00 s .oo 5 . 00 3 - 50 2 . 00 5 . 50 o. 5~ 2 . 00 t. 50 2 . 00 3 . 66

1--' ~

....J

BIBLIOGRAPHY

Ayl lon, T ., and Azrin , N. " Reinfo rc ement and instructions with rnental oa tients," ~ournal of the Exne ri men tal i'\nalysis of ~ehavi or, 1964, 7 , 327-31 . -

Bijou , s. "Patterns of reinforce men t a nd resistance to extin ction in young children," Child Deve lopment, 1957, 28, 47-54 •

• "Ocerant e xtinction after fixed interval ~-sch e~u les with young children," Journal of the

E>:perincn t al !mal vs is of Bchavior-;-1958 , 1 , ::s-29. Blackman , L ., and CO!:)Ob ianco, R. "An evaluation of

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BIOGPAPHICAL SKETCH

Dennis Lloyd Edinger was born March 18, 1943,

in Portland, Oregon . He attended public schools in

Wheat Ridge, Colorado, and was graduated from Wheat

Ridge High School in 1961. Prom 1961 to 1964 he served

in the U.S. Army Security Agency {AIS} with the 79th

u.s.A.S.A. Special Operations Unit {MFJOG), Shemya

Island, Alaska; and at the 12th u.s.A.S.A. Field Station,

Chitose, Japan. He holds the Good Conduct Medal and a

Presidential Unit Citation.

Following his honorable sepa.ration from active

duty, he enrolled in Colorado State College, where he

received his B.A. with Honors in 1966. In 1966 he was

award ed an NDEl\ Title IV Fellowship at the: TJnivcrsity

of Florid~,where he actively pursued the degree of Doctor

of Philosophy. During the sum.l'!ler of 1967, he was Research

Assistant to Professor Ogden R. Lindsley, Special Education

Resc~rch, Univ0rsity of Kansas Medical School, Kansas

City, Kansas.

Mr. Bdinger is a bachelor.

This dis sertation was prepared und e r the direction

of the chairman of the candidate's supervisory co mmittee and

has been approv ed by all mer.lbers of that committee. It was

submitted to the Dean of the College of Education and to the

Graduate Council , and was approved as partial fulfillment of

the requirements for the degree of Doctor of Philosophy.

December, 1969

Dean, Gra duate Sc.:Fiool ~ --- ·-

Sup er visory Committee: