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Examination Of The Differential Effectiveness Of Interdependent And Dependent Group Contingencies In Reducing Disruptive Behavior In The Classroom
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Book Synopsis Examination of the Differential Effectiveness of Interdependent and Dependent Group Contingencies in Reducing Disruptive Behavior in the Classroom by : Kelsey Lynn Hartman
Download or read book Examination of the Differential Effectiveness of Interdependent and Dependent Group Contingencies in Reducing Disruptive Behavior in the Classroom written by Kelsey Lynn Hartman and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparative Study of Group Contingencies and Randomized Reinforcers to Reduce Disruptive Classroom Behavior by : Lea Athena Theodore
Download or read book A Comparative Study of Group Contingencies and Randomized Reinforcers to Reduce Disruptive Classroom Behavior written by Lea Athena Theodore and published by . This book was released on 2002 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relative Effectiveness of Group Contingencies on Academic Performance, Engagement, and Disruptive Behaviors by : Caroline Marie Jaquett
Download or read book The Relative Effectiveness of Group Contingencies on Academic Performance, Engagement, and Disruptive Behaviors written by Caroline Marie Jaquett and published by . This book was released on 2018 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Group contingencies are often used in the classroom to decrease disruptive behavior and improve both academic performance and on-task behavior. However, research is mixed regarding the most appropriate target for intervention: academic performance, on-task behavior, or disruptive behavior. The current study was designed to extend research on group contingency target behaviors by evaluating and comparing two interdependent group contingencies: an academic performance contingency and an on-task behavior contingency. Dependent variables included percent correct, percent on-task, and disruptive behavior. The participants were seven, eighth-grade students with Emotional Behavior Disorder. Data were collected in the social studies classroom. An adapted alternating treatments design was used with on-task behavior and academic performance contingencies serving as the treatments. Acceptability data were collected to determine if students and the teacher preferred one contingency over another. Data were collected during independent seatwork, and participants were told whether it was an on-task contingency day or an academic performance contingency day. If the class average percent correct or percent on-task met a randomly selected criterion, all class members earned access to a randomly selected group reward. Visual analysis and effect size data showed that the on-task contingency produced large increases in class average percent correct and percent on-task. The academic performance contingency had small effects on class average percent correct and percent on-task. Neither contingency affected disruptive behavior. Survey and interview data reveal that the classroom teacher and the students found both interventions acceptable. Neither contingency was preferred over the other. Theoretical and applied implications of the findings, study limitations, and directions for future research are discussed.
Author :Assistant Professor Department of Psychology Keith C Radley Publisher :Oxford University Press, USA ISBN 13 :9780190843229 Total Pages :584 pages Book Rating :4.8/5 (432 download)
Book Synopsis Handbook of Behavioral Interventions in Schools by : Assistant Professor Department of Psychology Keith C Radley
Download or read book Handbook of Behavioral Interventions in Schools written by Assistant Professor Department of Psychology Keith C Radley and published by Oxford University Press, USA. This book was released on 2019-04-03 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tasked chiefly with providing effective instruction, classroom teachers must also manage student behavior. Prevalence of student problem behavior is a strong indicator of failing schools, and has been linked to reduced academic achievement, truancy, bullying, and loss of teacher time. As such demand is on the rise for intervention programs that may effectively reduce levels of problem behavior in schools. Handbook of Behavioral Interventions in Schools is a comprehensive collection of evidence-based strategies for addressing student behavior in the classroom and other school settings. Experts in the fields of special education and school psychology provide practical guidance on over twenty behavior interventions that can be used to promote appropriate student behavior. Framed within a multi-tiered system of support, a framework representing one of the predominant service delivery models in schools, interventions are categorized as Tier I, Tier II, or Tier III, and chapters provide insight into how students might be placed in and moved through respective levels of service intensity. Each chapter details a specific intervention strategy, and includes reproducible materials to facilitate use of the intervention, case studies, and further reading for school-based practitioners. Introductory chapters on behavior analysis, multi-tiered systems of support, and law and ethics place the practical guides in a context that is relevant for school-based practice. Walking readers through the entire process of assessment of problem behaviors to intervention and progress monitoring, Handbook of Behavioral Interventions in Schools is an invaluable resource for special education teachers, school psychologists, and trainees in these fields.
Book Synopsis Examining the Effects of Combining Interdependent Group Contingency and Self-monitoring Procedures on the Classroom Behavior of Students with Emotional and Behavioral Disorders by : Hilary B. Denune
Download or read book Examining the Effects of Combining Interdependent Group Contingency and Self-monitoring Procedures on the Classroom Behavior of Students with Emotional and Behavioral Disorders written by Hilary B. Denune and published by . This book was released on 2015 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Evidence-based classroom management procedures that effectively promote student engagement and decrease disruptive behavior are essential in classrooms serving students with emotional and behavioral disorders (EBD). A withdrawal design replicated across two classrooms was used to analyze the influence of a self-monitoring intervention component on the overall effectiveness of a randomized interdependent group contingency on the classroom behavior of students with EBD. Target behaviors included student engagement and disruptive behavior and teacher positive and negative statements. This study was implemented in an alternative school setting and 11 students participated. Visual analysis of data indicated an increase in student engagement and a decrease in disruptive behaviors upon introduction of interdependent group contingency procedures, though there was no observable impact on student behavior following the addition of self-monitoring procedures. No functional relationship was demonstrated between intervention procedures and teacher positive and negative statements. Discussion focuses on the contributions of this study to the current literature, limitations, the implications for school psychology practice, and recommendations for future research.
Book Synopsis Positive Behavior Supports in Classrooms and Schools (3rd Edition) by : Keith Storey
Download or read book Positive Behavior Supports in Classrooms and Schools (3rd Edition) written by Keith Storey and published by Charles C Thomas Publisher. This book was released on 2023-05-04 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique book provides teachers and other service providers the knowledge and skills for Positive Behavior Supports in school settings, thereby improving the academic and social skills of their students. It is written in an informational format that teachers and other service providers can immediately put to use. The text is generic across K-12 grade levels and focuses on Positive Behavior Supports in school settings. Each chapter begins with Key Point Questions, followed by two Window to the World Case Studies, information on the Key Point Questions, Discussion Questions, and Suggestions for Classroom and School Activities. Additionally, an overview of Positive Behavior Supports is provided, which includes Measuring Behavior, Functional Assessment and Analysis, Reinforcement, Punishment, Classroom Structure, Preventative Procedures and Interventions, Cooperative Learning and Peer Tutoring, and Family and Agency Involvement. The Self-Management Strategies, Social Skills Instruction, and School-Wide Positive Behavior Supports are vital areas of knowledge. This “How To” book is written for teachers and other direct service providers in a non-technical manner with specific real-world examples.
Book Synopsis An Evaluation of Group Contingency Interventions by : Christina Ennis
Download or read book An Evaluation of Group Contingency Interventions written by Christina Ennis and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Disruptive behavior within classrooms is a major concern for teachers and parents. Positive Behavior Interventions and Supports (PBIS) provides a multi-tiered framework for schools to provide supports to students, which are matched to each student's needs. Whereas most students are successful with the school-wide supports provided to all students, approximately 20% of students are likely to require additional supports. Group contingencies have an established basis of support as effective Tier 2 interventions; however, these contingencies vary in a variety of dimensions that may influence their efficacy and acceptability. The purpose of this study was to evaluate the relative impact of four different group contingency types (independent, interdependent, dependent, and randomized) on class-wide appropriate and disruptive student behaviors as well as how implementation of a teacher's preferred contingency may enhance student behavioral outcomes. Three general education teachers and their students participated in the study. All four group contingency types resulted in reduced disruption and increased appropriate behavior across all three classrooms. No patterns of differentiation were observed in any classroom. Teacher preference was assessed with two teachers selecting independent and two teachers selecting dependent contingencies as their preferred reward system. Implementation of the preferred contingency resulted in further improvements in both class-wide behaviors. Some evidence of generalization and maintenance was noted in all three classrooms.
Book Synopsis A Comparison of Cost and Reward Procedures with Interdependent Group Contingencies by : Kathryn M. Lee
Download or read book A Comparison of Cost and Reward Procedures with Interdependent Group Contingencies written by Kathryn M. Lee and published by . This book was released on 2012 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disruptive behavior is considered the most common concern among general education teachers. Due to the nature of disruptive behavior amongst multiple students in the classroom, it ha been suggested that the most reasonable way of handling disruptive classroom behavior is through group contingencies while utilizing token economies. The present study evaluated the effectiveness of token economies within a general education classroom. Two elementary school teachers and their students participated. Conditions included baseline, response cost, and gain. During response cost conditions, tokens were removed contingent on disruptive behavior. During gain conditions, tokens were provided contingent on the absence of disruptive behavior. Results indicate that both procedures are effective to reduce the overall number of students disrupting and neither condition completely suppressed disruptive behavior. Implications are that both response cost and gain procedures are an efficient procedure to reduce the overall number of students disrupting in the general education classroom.
Book Synopsis A SYSTEMATIC REVIEW OF GROUP CONTINGENCIES TO DECREASE DISRUPTIVE BEHAVIORS IN ADOLESCENT AGE STUDENTS by : Krista McArdle
Download or read book A SYSTEMATIC REVIEW OF GROUP CONTINGENCIES TO DECREASE DISRUPTIVE BEHAVIORS IN ADOLESCENT AGE STUDENTS written by Krista McArdle and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Group contingency interventions are supported by research as an effective way to improve classroom behavior, but studies often have focused on the effects of group contingencies in elementary school settings. This systematic review of the current literature was conducted to investigate the author-reported outcomes and social validity outcomes of group contingency interventions used to decrease disruptive behaviors and increase academic engagement during class instruction for adolescent age students. The methodological rigor of included studies was evaluated. Results of the review of the literature revealed that group contingency interventions decrease challenging disruptive behaviors and increase desired academic engagement for adolescent students, and that studies of this intervention had high methodological rigor. Social validity outcomes indicate group contingency interventions are accepted by both teachers and students. Implications for researchers and professionals are discussed in light of some limitations.
Book Synopsis The Oxford Handbook of School Psychology by : Melissa A. Bray
Download or read book The Oxford Handbook of School Psychology written by Melissa A. Bray and published by Oxford University Press. This book was released on 2011 with total page 915 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Oxford Handbook of School Psychology focuses on significant issues, new developments, and scientific findings that influence current research and practice in the ever-growing field of school psychology.
Book Synopsis Single Case Research Methodology by : Jennifer R. Ledford
Download or read book Single Case Research Methodology written by Jennifer R. Ledford and published by Routledge. This book was released on 2014-03-26 with total page 439 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this anticipated new edition of Single Case Research Methodology, David L. Gast and Jennifer R. Ledford detail why and how to apply standard principles of single case research methodology to one’s own research or professional project. Using numerous and varied examples, they demonstrate how single case research can be used for research in behavioral and school psychology, special education, speech and communication sciences, language and literacy, occupational therapy, and social work. This thoroughly updated new edition features two entirely new chapters on measurement systems and controversial issues in single subject research, in addition to sample data sheets, graphic displays, and detailed guidelines for conducting visual analysis of graphic data. This book will be an important resource to student researchers, practitioners, and university faculty who are interested in answering applied research questions and objectively evaluating educational and clinical practices.
Book Synopsis Using Nonrandomized Vs. Randomized Interdependent Group Contingency Components by : Chele McKissick
Download or read book Using Nonrandomized Vs. Randomized Interdependent Group Contingency Components written by Chele McKissick and published by . This book was released on 2011 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disruptive behaviors in the classroom affect the learning environment by taking time away from academic instruction. This study compared the effects of two types of interdependent group contingencies (nonrandomized and randomized) on classwide engagement and disruptive behavior of 53 students across three first-grade classrooms in a sub-urban Midwestern elementary school. Using a combined multiple baseline across settings and ABCBC design, baseline levels of group disruptive behavior and engagement were compared to intervention levels across different intervention phases in all participating classrooms. Results examine overall effectiveness for each intervention phase. Social validity and future areas of research are discussed.
Book Synopsis Self-monitoring, Peer Feedback, and Randomization of Both Reinforcers and Criteria for Reinforcement by : Brenda Anne Coogan
Download or read book Self-monitoring, Peer Feedback, and Randomization of Both Reinforcers and Criteria for Reinforcement written by Brenda Anne Coogan and published by . This book was released on 2003 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Self-management as a Class-wide Intervention by : Andrew J. Bulla
Download or read book Self-management as a Class-wide Intervention written by Andrew J. Bulla and published by . This book was released on 2017 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The U.S. Department of Education (2015) indicated that about 95% of students with special education eligibility receive some form of education in the general education setting. Students with disabilities tend to engage in more disruptive behaviors than their non-disabled peers (e.g., Murphy, Beadle-Brown, Wing, Gould, Shah, & Homes, 2005). If teachers are spending more time managing disruptive behaviors, time allocated to instruction is lost. Self-management is one evidence-based intervention that has shown consistent effects on increasing on-task behavior and decreasing disruptive behaviors. Although feasible at the individual level, previous research has identified that class-wide self-management interventions may be efficacious but not feasible to implement (Chafouleas, Hagermoser Sanetti, Jaffery, &Fallon, 2011). The current study sought to evaluate the "Self & Match" system (Salter & Croce, 2015), a self-management intervention with a "teacher match" component, embedded within a dependent group contingency, and observe the effects of the intervention on disruptive and on-task behaviors. Results suggest that the intervention may be somewhat effective for mildly disruptive students, but does not appear to overpower competing contingencies for more disruptive students, although performance seemed to improve toward the end of the second intervention phase.
Book Synopsis An Analysis of the Components of a Group Contingency to Control Disruptive Classroom Behavior by : Charles Starkey
Download or read book An Analysis of the Components of a Group Contingency to Control Disruptive Classroom Behavior written by Charles Starkey and published by . This book was released on 1973 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Psychology Review written by and published by . This book was released on 1997 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Promoting Prosocial Behaviors in Children Through Games and Play by : Renee Hawkins
Download or read book Promoting Prosocial Behaviors in Children Through Games and Play written by Renee Hawkins and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This ground-breaking textbook focuses on the use of play techniques and games to facilitate the positive behavioral, social, and emotional development of children with and without special needs. The chapters in this book center on the use of games and play to facilitate emotional expression, develop friendships and encourage appropriate behaviors in community contexts, such as schools, that are critical to childrens adaptation in the world. For example, there are chapters explaining the importance of playground interactions for children, role play to develop social skills and learn to express emotions, games to facilitate appropriate behavior and prosocial development in the classroom, and play as an outlet for the expression of emotion and development of children with special needs, including medical and mental health conditions. Readers will learn skills for coaching positive behaviors in individual and group settings, and will learn strategies to enhance social skills and help children develop emotionally in a variety of contexts (e.g., classrooms) and circumstances (e.g., having chronic illnesses or coping with mental health issues that make social engagement more challenging). Important take-home messages and critical techniques for fostering childrens skills will be presented, and the engaging material presented in the chapters will facilitate knowledge of what to do and how to improve young childrens social and emotional development through play techniques and games.
