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Direct linkNieto, Paola; Wiskow, Katie M. – Journal of Applied Behavior Analysis, 2020
A recent intervention, the Step it UP! game (Galbraith & Normand, 2017), consists of an interdependent group contingency to increase student physical activity. In addition, previous research demonstrated that adult interaction may reinforce physical activity (Larson et al., 2014). We extended research on the Step it UP! game by comparing the…
Descriptors: Intervention, Contingency Management, Physical Activity Level, Educational Games
Download full textGrünke, Matthias – Insights into Learning Disabilities, 2019
The purpose of this study was to evaluate the effectiveness of a simple contingency contracting intervention on the correct use of punctuation marks in freely produced texts by elementary school children with learning disabilities. This approach can be considered a promising strategy for facilitating the development of academic skills in…
Descriptors: Punctuation, Elementary School Students, Learning Disabilities, Foreign Countries
Begeny, John C.; Codding, Robin S.; Wang, Jiayi; Hida, Rahma M.; Patterson, Sierra L.; Kessler, Sarah; Fields-Turner, Felicia; Ramos, Kimberly A. – Psychology in the Schools, 2020
More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research-supported instructional practices to support students with math difficulties, the existing research is limited with regard to…
Descriptors: Program Effectiveness, Student Motivation, Mathematics Instruction, Intervention
Gross, Thomas J.; Duhon, Gary J.; Shutte, Greg; Rowland, Julie E. – Contemporary School Psychology, 2016
Math fact fluency is critical for understanding complex mathematics. Explicit timing interventions have shown promise for improving math fluency, and they may benefit from being paired with group-oriented contingencies. Further, investigations of independent and dependent group-oriented contingencies would help to identify their relative…
Descriptors: Mathematics Instruction, Addition, Mathematical Concepts, Feedback (Response)
Ziv, Margalit; Solomon, Ayelet; Strauss, Sidney; Frye, Douglas – Journal of Cognition and Development, 2016
The relations among children's theory of mind (ToM), their understanding of the intentionality of teaching, and their own peer teaching strategies were tested. Seventy-five 3-, 4-, and 5-year-olds completed 11 ToM and understanding-of-teaching tasks. Subsequently, 30 of the children were randomly chosen to teach a peer how to play a board game,…
Descriptors: Theory of Mind, Young Children, Peer Teaching, Games
Naylor, 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
Kamps, Debra; Conklin, Carl; Wills, Howard – Education and Treatment of Children, 2015
The purpose of the study was to determine the effects of self-management as a tier two enhancement to the group contingency intervention, Class-Wide Function-related Intervention Teams Program (CW-FIT). Two classrooms, first and fourth grade, and two students in each of the classrooms participated in the intervention. The group contingency…
Descriptors: Self Management, Intervention, Contingency Management, Functional Behavioral Assessment
