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Effectiveness of a Group-Managed Interdependent Contingency System.
Peer reviewed Peer reviewed
Salend, Spencer J.; Lamb, Elizabeth Allen – Learning Disability Quarterly, 1986
An interdependent group-managed response-cost system mediated by free tokens was employed to decrease inappropriate verbalizations of two groups of elementary-level learning disabled children (N=9). Results indicated that this contingency system was a viable and effective method of decreasing inappropriate behavior. Peer pressure was credited for…
Descriptors: Behavior Modification, Classroom Techniques, Contingency Management, Cooperation
You've Got To Play To Win!
Peer reviewed Peer reviewed
Raimondi, Sharon L. – LD Forum, 1996
Offers a six-step procedure for developing and implementing a response cost system for changing problem classroom behaviors of students with learning disabilities. Steps described are establishing classroom rules, rewarding compliance, selecting reinforcers, reducing noncompliance through response cost consequences, following through on…
Descriptors: Behavior Change, Behavior Problems, Classroom Techniques, Compliance (Psychology)
Using Group Contingencies with Students with Learning Disabilities.
Peer reviewed Peer reviewed
Smith, Maureen A.; Misra, Anjali – LD Forum, 1994
This article discusses using a group contingency as a technique to increase appropriate behavior and decrease inappropriate behavior of students with learning disabilities who are either in regular classrooms or special classes. The advantages and disadvantages of three types of group contingencies (dependent group contingency, independent group…
Descriptors: Behavior Modification, Behavior Problems, Classroom Techniques, Contingency Management
The Effects of a Contingency-based Lottery on the Behavior of a Special Education Class.
Schilling, Don; Cuvo, Anthony J. – Education and Training of the Mentally Retarded, 1983
A contingency-based lottery system was implemented to improve the classroom behavior of 18 learning disabled and educable mentally handicapped students, aged 13 to 16 years. Results indicated substantial increases in times students remained in assigned areas, and numbers of students prepared for class; and marked reduction in nonauthorized…
Descriptors: Behavior Change, Behavior Modification, Classroom Techniques, Contingency Management
Pow Wow: A Group Procedure for Reducing Classroom Behavior Problems.
Kerr, Mary Margaret; Ragland, Elizabeth U. – Pointer, 1979
A group procedure for the management of classroom behavior is described which has been used successfully with emotionally disturbed, educable mentally handicapped, and learning disabled students. The strategy allows for group goal setting and peer feedback on individual behavior and improves socioemotional development. (PHR)
Descriptors: Classroom Techniques, Contingency Management, Elementary Secondary Education, Emotional Development
The Effects of Social Skills Training on Mildly Handicapped Youngsters in the Natural Setting Using the ACCEPTS Program.
Krauter, Rebecca; And Others – B. C. Journal of Special Education, 1986
Frequency of rule violations was tabulated for two mildly mentally retarded and two learning disabled males (ages 9-11). All four received social skills training, and two additionally received contingency management intervention. Post-intervention data on rule violations and teacher approval ratings for observed social skills yielded mixed…
Descriptors: Behavior Problems, Classroom Environment, Classroom Techniques, Contingency Management
A Group-Oriented Timeout Ribbon Procedure.
Peer reviewed Peer reviewed
Salend, Spencer J.; Gordon, Barbara D. – Behavioral Disorders, 1987
An interdependent group-oriented timeout ribbon procedure was effective in decreasing the inappropriate verbalizations of two groups of resource room students (grades 1-3). A timeout ribbon was removed for one minute following inappropriate verbalizations, during which time the group lost the opportunity to earn tokens for activity or tangible…
Descriptors: Behavior Modification, Classroom Techniques, Contingency Management, Emotional Disturbances
The Effects of Self-Monitoring and Contingent Reward on Sight Word Acquisition.
Peer reviewed Peer reviewed
Lalli, Elizabeth Pinter; Shapiro, Edward S. – Education and Treatment of Children, 1990
Effects of self-monitoring alone and in combination with external contingent rewards on sight word acquisition were compared across two groups of four learning-disabled elementary students. Both treatments were found to increase sight word vocabulary, but contingent reward did not enhance the reactivity of self-monitoring for most students.…
Descriptors: Classroom Techniques, Comparative Analysis, Contingency Management, Elementary Education
Summary Report of the Title VI-G Network Third Annual Conference. (Minneapolis, Minnesota, December 5-8, 1977).
Network of Innovative Schools, Inc., Andover, MA. – 1977
Presented is the summary report of the Third Annual Conference of the Title VI-G Network which was designed to update learning disability (LD) professionals on pertinent program and education developments, to inform them of future trends and plans, and to offer concrete help in their present work. Introductory sections provide a schedule of the…
Descriptors: Classroom Techniques, Conference Reports, Contingency Management, Delivery Systems