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Behavior Modification
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Sequencing Instructional Tasks

A Comparison of Contingent and Noncontingent Interspersal of Preferred Academic Tasks

George H. Noell

Louisiana State University

Ernest L. Whitmarsh

Marcus Institute

Amanda M. VanDerHeyden

Susan L. Gatti

Natalie J. Slider

Louisiana State University

This study compared two strategies for increasing accurate responding on a low-preference academic task by interspersing presentations of a preferred academic task. Five children attending a preschool program for children with delayed language development participated in this study. Preferred and nonpreferred tasks were identified through a multiple-stimulus, free-operant preference assessment. Contingent access to a preferred academic task was associated with improved response accuracy when compared to noncontingent access to that activity for 3 students. For 1 student, noncontingent access to the preferred activity led to improved response accuracy, and 1 student’s analysis suggested the importance of procedural variety. The implications of these findings for use of preference assessments to devise instructional sequences that improve student responding are discussed.

Key Words: academic intervention • preschool children • preference assessment

Behavior Modification, Vol. 27, No. 2, 191-216 (2003)
DOI: 10.1177/0145445503251577
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