The Effects of a Programed Text of Contingency Management Procedures on the Ability of Teachers to Write Behavioral Prescriptions

An informational source where teachers and teacher-candidates could gain a functional knowledge of contingency management techniques had not been developed. A programed text was written to provide this source. Five teachers and teacher-candidates were exposed to the text for a period of three days. As a result of this exposure, learning gains, significant at the 0.01 level, were found in the students\u27 abilities (a) to write behavioral prescriptions and (b) to write the principles of contingency management when presented with open-ended questions pertaining to these principles