TY - JOUR
T1 - Reinforcement sensitivity and responsiveness to performance feedback
T2 - A preliminary investigation
AU - Lovett, Benjamin J.
AU - Eckert, Tanya L.
N1 - Funding Information:
This article was accepted under the editorialship of Dr. Charles A. Maher. Preparation of this article was supported, in part, by a Science of Learning Center Catalysts Grant to the second author from the National Science Foundation (0350341). In addition, the authors would like to thank Derek Reed for his comments on an earlier version of the manuscript. Address correspondence to Benjamin J. Lovett, Department of Psychology, Elmira College, 1 Park Place, Elmira, NY 14901. E-mail: blovett@elmira.edu
Copyright:
Copyright 2009 Elsevier B.V., All rights reserved.
PY - 2009/4
Y1 - 2009/4
N2 - Variability in responsiveness to academic interventions is a common phenomenon in school psychology practice, but the variables associated with this responsiveness are not well understood. Reinforcement sensitivity, a generalized tendency to learn quickly in reward contingency situations, is one variable for increased understanding. In the present study, teachers completed a rating scale measuring their students' sensitivity to reinforcement. The students then participated in a classwide performance feedback intervention in the domain of mathematics. The rating scale was found to be reliable and predicted students' responsiveness to the intervention. Implications for future research on reinforcement sensitivity and responsiveness to intervention assessment strategies are discussed.
AB - Variability in responsiveness to academic interventions is a common phenomenon in school psychology practice, but the variables associated with this responsiveness are not well understood. Reinforcement sensitivity, a generalized tendency to learn quickly in reward contingency situations, is one variable for increased understanding. In the present study, teachers completed a rating scale measuring their students' sensitivity to reinforcement. The students then participated in a classwide performance feedback intervention in the domain of mathematics. The rating scale was found to be reliable and predicted students' responsiveness to the intervention. Implications for future research on reinforcement sensitivity and responsiveness to intervention assessment strategies are discussed.
KW - Academic interventions
KW - Curriculum-based assessment
KW - Personality assessment
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U2 - 10.1080/15377900802487110
DO - 10.1080/15377900802487110
M3 - Article
AN - SCOPUS:70849107634
VL - 25
SP - 204
EP - 219
JO - Journal of Applied School Psychology
JF - Journal of Applied School Psychology
SN - 1537-7903
IS - 2
ER -