title: The effects of goal setting, contingent reward, and instruction on writing skills.
abstract: Writing is one of the primary skills that children learn in school. Interventions that address performance deficits and skill deficits have been shown to improve aspects of elementary school children's writing. This study demonstrates performance-based interventions (goal setting, feedback, and contingent reward) and a skill-based intervention (instruction) on the writing skills of a 10-year-old child. Results indicated that the performance intervention increased the number of correctly spelled words, and the combination of performance and instructional intervention increased the number of complete sentences.
authors.affiliation: Brigham Young University.
authors.forename: Blake D
authors.initials: BD
authors.lastname: Hansen
authors.forename: Howard P
authors.initials: HP
authors.lastname: Wills
mesh_terms: D002648:Child; D006040:Goals; D006801:Humans; D007804:Language Development; D008297:Male; D012201:Reward; D013663:Teaching; D014825:Vocabulary; D014956:Writing
keywords: writing accuracy; writing fluency; writing intervention