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Direct linkZoder-Martell, Kimberly A.; Floress, Margaret T.; Skriba, Heather A.; Taber, Traci A. – Intervention in School and Clinic, 2023
Classroom management systems (CMS) are class-wide strategies that teachers use to keep students on task, attentive, and academically engaged. This review provides teachers an overview of eight effective and socially valid CMSs that are aligned with school-wide positive behavior interventions and supports (SWPBIS). The goal is to provide teachers…
Descriptors: Classroom Techniques, Student Behavior, Behavior Problems, Intervention
Stremel, J. Meredith; Hawkins, Renee O.; Collins, Tai A.; Nabors, Laura – Psychology in the Schools, 2022
An ABAB design was used to analyze the effects of positive peer reporting plus a randomized dependent group contingency (PPR + DGC). This intervention package was implemented across three classrooms in an alternative school setting for students diagnosed with emotional and behavioral disorders. The DGC consisted of the teacher randomly choosing a…
Descriptors: Behavior Problems, Student Behavior, Intervention, Behavior Modification
Conradi, Lyndsey Aiono; Jameson, J. Matt; Fischer, Aaron J.; Farrell, Michael; Eichelberger, Carrie; Ryan, Joanna; Bowman, Jessica A.; McDonnell, John – Education and Training in Autism and Developmental Disabilities, 2020
Numerous studies have demonstrated the positive effects of the Good Behavior Game (GBG); however, limited information exists on the impact of the GBG on students with severe disabilities. This study investigated the impact of the GBG on students with severe disabilities and their off-task behaviors. Three students in three self-contained…
Descriptors: Severe Disabilities, Time on Task, Student Behavior, Self Contained Classrooms
Ramirez, Lauren Haas; Hawkins, Renee O.; Collins, Tai A.; Ritter, Chelsea; Haydon, Todd – School Psychology Review, 2019
Group contingencies are an effective way to prevent and address problem behavior; however, the extent to which these effects transfer to settings where the intervention is not implemented (i.e., setting generalization) is unknown. Using a multiple baseline design, this study assessed the setting generalization of the effects of an interdependent…
Descriptors: Behavior Problems, Behavior Modification, Group Activities, Contingency Management
Payne, Steven W.; Dozier, Claudia L.; Briggs, Adam M.; Newquist, Matthew H. – Journal of Behavioral Education, 2017
Group-oriented contingencies are arranged to target the behavior of a group of people simultaneously. Overall, group-oriented contingencies have been shown to be effective in both decreasing problem behavior and increasing appropriate behavior. However, results are mixed regarding which type(s) of group-oriented contingency is most effective for…
Descriptors: Contingency Management, Group Activities, Behavior Modification, Program Effectiveness
Dart, Evan H.; Radley, Keith C.; Battaglia, Allison A.; Dadakhodjaeva, Komila; Bates, Kayla E.; Wright, Sarah J. – Psychology in the Schools, 2016
The present study investigated the effectiveness of a novel class-wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh- and eighth-grade classrooms.…
Descriptors: Intervention, Learner Engagement, Middle School Students, Group Dynamics
Download full textNaylor, Anna Schmidt; Kamps, Debra; Wills, Howard – Education and Treatment of Children, 2018
The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…
Descriptors: Intervention, Contingency Management, Time on Task, Student Behavior
