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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\l'!.-!l0_2_1.t~ . .D..£..E.!iC!I. \6,1 •- ,,,, ....... <•,, -
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di, "'" ,,:1, ::a: "•' ""'4 ,,,, .,., ,,,.,, ::•: ,,,, ,,1,c:• ,:0, ::0: ::I:: ,.a. ::~: ::~: .,., ::I>: ::a: ::f:: ::a: ::,, e~• ::o:
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:::: ::::: :::: :::: :::: :.:·. :::: :::: '.':'. :::: :::: . ::: ::::: :::: :::: :::: :::: :::: :::: :::: :::: ::: . =-~--~M·:.t cr::'I • ffl'C s t tM<L~n~~ .J
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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
..... ,t,.
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: