Improving classroom behavior in mentally retarded children through correspondence training

Area of Science:

• Behavioral Psychology
• Special Education

Background:

• Most correspondence training research uses analogue settings.
• This study investigates the efficacy of correspondence training in real special education classrooms.

Observation:

• Three experiments targeted specific classroom behaviors: out-of-seat, sitting posture, and on-task behavior.
• Experiment 1 used a standard "say-do" procedure.
• Experiment 2 refined the "say-do" procedure with specific verbalizations and feedback.
• Experiment 3 adapted the approach to a "show-do" visual cueing method for nonverbal children.

Findings:

• Correspondence training significantly improved targeted classroom behaviors across all three experiments.
• Maintenance and generalization of behaviors were examined.
• Experiments 2 and 3 demonstrated concurrent improvements in academic task performance.

Implications:

• Correspondence training is a flexible and effective intervention for children with educational handicaps.
• The adaptable "say-do" to "show-do" procedure highlights the approach's versatility for diverse learners.
• Findings support the use of correspondence training to enhance both behavior and academic outcomes in special education settings.