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Modifying Components of "Creative Behavior" in the Natural Environment

University of British Columbia

Jerry Willis

Texas Tech University

Thirty-two fifth graders were given a behaviorally based training program to improve aspects of creativity in their essay writing. The students' regular teacher scheduled a 20-minute writing period each morning during the study. During baseline the teacher described how they could write creatively and provided a topic. The essays were scored for three of Torrance's components of creativity: elaboration, flexibility, and fluency. After 10 days of baseline, a program of social and token reinforcement was instituted for elaboration. Part of the available reinforcers were contingent on the student's performance relative to other students in the class, while the remaining reinforcers were contingent on each child's performance relative to his or her performance on earlier essays. After elaboration improved, the reinforcement system was applied to flexibility and fluency. A multiple baseline analysis across these three behavior categories indicated that the system produced marked improvements in the three behaviors. All three types of behavior were also maintained when reinforcement was gradually withdrawn.

Behavior Modification, Vol. 2, No. 4, 549-564 (1978)
DOI: 10.1177/014544557824007


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