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ERIC Number: EJ823400
Record Type: Journal
Publication Date: 2003
Pages: 14
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0279-6015
Enhancing Academic Performance in a Classroom Serving Students with Serious Emotional Disturbance: Interdependent Group Contingencies with Randomly Selected Components
Popkin, Joan; Skinner, Christopher H.
School Psychology Review, v32 n2 p282-295 2003
A modified multiple baseline across behaviors design was used to evaluate the effects of an interdependent group contingency program with randomly selected contingency components on the academic performance of an intact middle-school class serving five male students with serious emotional disturbance (SED). During the initial intervention phase, students had to meet a randomly selected criterion (e.g., 80% or 90% class average) on daily spelling assignments to earn a randomly selected group reward. Mathematics and then English daily assignment performance were added to the program in subsequent phases, and target assignments (i.e., either spelling, mathematics, or English) and criterion were randomly selected. Results show educationally valid increases in academic performance as target assignments were added to the program. (Contains 1 figure and 1 table.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee