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ERIC Number: EJ788240
Record Type: Journal
Publication Date: 2006
Pages: 13
Abstractor: Author
Reference Count: 35
ISSN: ISSN-0279-6015
Application of an Interdependent Group Contingency Mediated by an Automated Feedback Device: An Intervention across Three High School Classrooms
Christ, Theodore J.; Christ, Jennifer A.
School Psychology Review, v35 n1 p78-90 2006
Contemporary roles of school psychology include the provision of ongoing support for teachers to prevent and remediate problematic behaviors within the instructional setting. Early research on the use of automated feedback devices to influence classroom behavior yielded promising results. The present study examined the effect of an interdependent group contingency as mediated by the Digital Scoreboard in three high school inclusion classrooms. The scoreboard provided ongoing positive feedback to students using an automated digital countdown timer and a digital delivery system of digital tokens. Teachers interrupted the positive feedback when students engaged in disruptive behaviors. The intervention effectively reduced the rate of disruptive behavior and teacher corrections for disruption, increased rates of active engagement and uninterrupted instructional time, and corresponded with high levels of teacher acceptability. Implications, limitations, and future directions for research are discussed. (Contains 1 table and 3 figures.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A