Effects of Interspersing Briefer Mathematics Problems on Assignment Choice in Students with Learning Disabilities |
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| Authors: | Gregg A. Johns Christopher H. Skinner Gregory L. Nail |
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| Affiliation: | (1) Oak Circle Center, Psychology Department, Mississippi State Hospital, Whitfield, Mississippi;(2) School Psychology Programs, Department of Educational Psychology, University of Tennessee, Knoxville, Tennessee;(3) Service Outcome Division, Mississippi State Hospital, Whitfield, Mississippi |
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| Abstract: | Within- and between-series designs were combined and used to evaluate the effects of interspersing briefer math problems (i.e., one-digit by one-digit multiplication, 1 × 1) with more time-consuming problems (i.e., two-digit by one-digit multiplication, 2 × 1) on time allocation to one of two concurrent computer-delivered mathematics computation assignments in four high school students with specific learning disabilities in mathematics. The computer presented students with a choice of 2 × 1 problems with 1 × 1 problems interspersed every third problem (i.e., experimental assignment) or 2 × 1 problems without interspersal (i.e., control assignment). Visual and statistical analysis showed that students allocated a greater percentage of their time to the interspersal assignments. These results support previous research on the matching law and problem completion rates and suggest that students' preference for assignments can be improved through the interspersal technique. Discussion focuses on future research and applied educational implications for curricula construction and task sequencing. |
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| Keywords: | interspersal matching law concurrent schedules of reinforcement changeover delay |
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