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ERIC Number: EJ1084003
Record Type: Journal
Publication Date: 2016-Jan
Pages: 12
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1098-3007
An Evaluation of Group Contingency Interventions: The Role of Teacher Preference
Ennis, Christina R.; Blair, Kwang-Sun Cho; George, Heather Peshak
Journal of Positive Behavior Interventions, v18 n1 p17-28 Jan 2016
Group contingencies (GCs) vary in a variety of dimensions that may influence their efficacy and acceptability. This study evaluated the relative impact of four different GC types (independent, interdependent, dependent, and randomized) on classwide 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 GCs resulted in reduced disruption and increased appropriate behavior across all three classrooms with no patterns of differentiation between contingency types. Teachers selected independent or dependent contingencies as their preferred reward system. Implementation of the preferred contingency resulted in further improvements in both classwide behaviors for all classes. Some evidence of generalization and maintenance was noted in all three classrooms.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Intervention Rating Profile
Grant or Contract Numbers: H325K110310