Abstract
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.
Original language | English (US) |
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Pages (from-to) | 204-219 |
Number of pages | 16 |
Journal | Journal of Applied School Psychology |
Volume | 25 |
Issue number | 2 |
DOIs | |
State | Published - Apr 1 2009 |
Keywords
- Academic interventions
- Curriculum-based assessment
- Personality assessment
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Applied Psychology
- Psychiatry and Mental health