ERIC Number: EJ783247
Record Type: Journal
Publication Date: 2007-Dec
Reference Count: 0
Group Contingencies, Randomization of Reinforcers, and Criteria for Reinforcement, Self-Monitoring, and Peer Feedback on Reducing Inappropriate Classroom Behavior
Coogan, Brenda Anne; Kehle, Thomas J.; Bray, Melissa A.; Chafouleas, Sandra M.
School Psychology Quarterly, v22 n4 p540-556 Dec 2007
Considerable research has demonstrated the effectiveness of interdependent and unknown dependent group contingencies on reducing inappropriate classroom behavior. Several investigators have focused on the addition of self-monitoring and peer feedback to these interdependent and unknown dependent group contingencies in order to further improve their effectiveness. In addition, another and separate line of research has examined group contingencies with the randomization of the reinforcement procedure as a means of improving the intervention effect. Absent in the present literature is a study that combines all of these various elements into one multicomponent intervention. Therefore, the present study focused on demonstrating the effectiveness of interdependent and unknown dependent group contingencies that also included self-monitoring, peer feedback, and the randomization of both reinforcers and criteria for reinforcement in reducing the frequency of inappropriate classroom behaviors. The results indicated large positive effects for this multicomponent intervention across all students.
Descriptors: Student Behavior, Intervention, Feedback (Response), Program Effectiveness, Reinforcement, Self Management, Peer Groups, Behavior Problems
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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