PubMed Health⌕ Search

Biomedical subjects

R A Saudargas

Publications and source records attributed to R A Saudargas.

4 recordsLinked to original sources
PubMed1990

Momentary time sampling as an estimate of percentage time: A field validation.

This study examined the percentage time estimates of momentary time sampling against the real time obtained with handheld computers in a natural setting. Twenty-two concurrent observations were conducted in elementary schools by one observer who used 15-s momentary time sampling and a second who used a handheld computer. Results for the six behaviors showed a close correspondence between the momentary time sampling percentage observation intervals and the real time percentage observation time, although 15-s momentary time sampling tended not to sample low-frequency short-duration behaviors. The results confirmed laboratory findings that short-interval momentary time sampling estimates percentage time accurately for a wide range of behavior frequencies and durations, and suggested that observers using momentary time sampling in a natural setting are able to obtain accurate data.

Journal Article↗
PubMed1975

Two types of feedback in teaching swimming skills to handicapped children.

Two types of feedback (non-task-specific praise and task-specific praise plus corrections) were used in a counterbalanced design to teach two swimming skills to each of four handicapped children. The children were grouped into pairs, and each member of a pair received the alternate type of feedback for the same skill. In every case, faster and more complete acquisition was found to result from task-specific praise plus corrections.

Adolescent↗
PubMed1969

A token reinforcement program in a public school: a replication and systematic analysis.

A base rate of disruptive behavior was obtained for seven children in a second-grade class of 21 children. Rules, Educational Structure, and Praising Appropriate Behavior while Ignoring Disruptive Behavior were introduced successively; none of these procedures consistently reduced disruptive behavior. However, a combination of Rules, Educational Structure, and Praise and Ignoring nearly eliminated disruptive behavior of one child. When the Token Reinforcement Program was introduced, the frequency of disruptive behavior declined in five of the six remaining children. Withdrawal of the Token Reinforcement Program increased disruptive behavior in these five children, and reinstatement of the Token Reinforcement Program reduced disruptive behavior in four of these five. Follow-up data indicated that the teacher was able to transfer control from the token and back-up reinforcers to the reinforcers existing within the educational setting, such as stars and occasional pieces of candy. Improvements in academic achievement during the year may have been related to the Token Program, and attendance records appeared to be enhanced during the Token phases. The Token Program was utilized only in the afternoon, and the data did not indicate any generalization of appropriate behavior from the afternoon to the morning.

Journal Article↗