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An Evaluation of Group Contingency I...

Ennis, Christina R.

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An Evaluation of Group Contingency Interventions: The Role of Teacher Preference.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An Evaluation of Group Contingency Interventions: The Role of Teacher Preference./
Author:	Ennis, Christina R.
Description:	113 p.
Notes:	Source: Masters Abstracts International, Volume: 52-06.
Contained By:	Masters Abstracts International52-06(E).
Subject:	Psychology, Behavioral. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1553934
ISBN:	9781303824951

An Evaluation of Group Contingency Interventions: The Role of Teacher Preference.
Ennis, Christina R.

An Evaluation of Group Contingency Interventions: The Role of Teacher Preference. - 113 p.

Source: Masters Abstracts International, Volume: 52-06.

Thesis (M.A.)--University of South Florida, 2014.

Disruptive behavior within classrooms is a major concern for teachers and parents. Positive Behavior Interventions and Supports (PBIS) provides a multi-tiered framework for schools to provide supports to students, which are matched to each student's needs. Whereas most students are successful with the school-wide supports provided to all students, approximately 20% of students are likely to require additional supports. Group contingencies have an established basis of support as effective Tier 2 interventions; however, these contingencies vary in a variety of dimensions that may influence their efficacy and acceptability. The purpose of this study was to evaluate the relative impact of four different group contingency types (independent, interdependent, dependent, and randomized) on class-wide 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 group contingency types resulted in reduced disruption and increased appropriate behavior across all three classrooms. No patterns of differentiation were observed in any classroom. Teacher preference was assessed with two teachers selecting independent and two teachers selecting dependent contingencies as their preferred reward system. Implementation of the preferred contingency resulted in further improvements in both class-wide behaviors. Some evidence of generalization and maintenance was noted in all three classrooms.

ISBN: 9781303824951Subjects--Topical Terms:

1017677
Psychology, Behavioral.

An Evaluation of Group Contingency Interventions: The Role of Teacher Preference.
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020 $a 9781303824951
035 $a (MiAaPQ)AAI1553934
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100 1 $a Ennis, Christina R. $3 2104212
245 1 3 $a An Evaluation of Group Contingency Interventions: The Role of Teacher Preference.
300 $a 113 p.
500 $a Source: Masters Abstracts International, Volume: 52-06.
500 $a Adviser: Kwang-Sun Cho Blair.
502 $a Thesis (M.A.)--University of South Florida, 2014.
520 $a Disruptive behavior within classrooms is a major concern for teachers and parents. Positive Behavior Interventions and Supports (PBIS) provides a multi-tiered framework for schools to provide supports to students, which are matched to each student's needs. Whereas most students are successful with the school-wide supports provided to all students, approximately 20% of students are likely to require additional supports. Group contingencies have an established basis of support as effective Tier 2 interventions; however, these contingencies vary in a variety of dimensions that may influence their efficacy and acceptability. The purpose of this study was to evaluate the relative impact of four different group contingency types (independent, interdependent, dependent, and randomized) on class-wide 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 group contingency types resulted in reduced disruption and increased appropriate behavior across all three classrooms. No patterns of differentiation were observed in any classroom. Teacher preference was assessed with two teachers selecting independent and two teachers selecting dependent contingencies as their preferred reward system. Implementation of the preferred contingency resulted in further improvements in both class-wide behaviors. Some evidence of generalization and maintenance was noted in all three classrooms.
590 $a School code: 0206.
650 4 $a Psychology, Behavioral. $3 1017677
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Evaluation. $3 1669638
690 $a 0384
690 $a 0525
690 $a 0443
710 2 $a University of South Florida. $b Child and Family Studies. $3 1671651
773 0 $t Masters Abstracts International $g 52-06(E).
790 $a 0206
791 $a M.A.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1553934