Increasing academic performance by using a timer as antecedent stimulus: A study of four cases

Abstract

This study attempted to determine the effect of a timer as an antecedent stimulus on enhancing the rate of academic performance in the absence of systematic consequences. The rate in math and reading for four first graders was measured. Using these two dimensions as the dependent variable, an antecedent stimulus (timer) was introduced to determine its effects on rate of performance. No systematic consequence was contingent upon academic performance. A multiple-baseline design across the two academic dimensions was used to evaluate the behavioral intervention. When the timer was introduced preceding math performance, but not in reading, rate increased in math for all subjects (from .85 to 2.03). This rate increase did not occur in reading. Only when the timer was also introduced to precede reading performance did the reading rate increase as well for all subjects (from 1.36 to 4.49). These findings suggest that the teacher does not have to be limited to contingency management in the classroom. The manipulation of antecedent stimuli offers an alternative or complementary classroom procedure for increasing academic performance.