NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ903131
Record Type: Journal
Publication Date: 2010-Nov
Pages: 16
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0033-3085
Randomizing Multiple Contingency Components to Decrease Disruptive Behaviors and Increase Student Engagement in an Urban Second-Grade Classroom
McKissick, Chele; Hawkins, Renee O.; Lentz, Francis E.; Hailley, Jennifer; McGuire, Shannon
Psychology in the Schools, v47 n9 p944-959 Nov 2010
Disruptive behaviors displayed in the classroom interfere with learning by taking time away from academic instruction. This study investigated the effects of randomizing components within an interdependent group contingency for group disruptive behavior and engagement levels of 26 students in a second-grade classroom in an urban Midwestern school. Using a multiple-baseline-across-settings design, baseline levels of group disruptive behavior and engagement were compared to intervention levels across three different class periods. Results suggest that the intervention decreased levels of disruptive behavior and increased levels of student engagement. Benefits of randomizing components within an interdependent group contingency are discussed as well as limitations to this study and suggested areas of future research. (Contains 2 figures and 2 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A