Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing…

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…

Classroom management, although considered one of the essentials of the optimal learning experience, is often a challenge for teachers. Certain classroom management strategies, such as group contingency interventions and token economies, are evidence-based strategies to aid teachers in gaining successful management of the classroom. The utilization…

Multiple baseline analysis of responses of three autistic children (5-12 years old) revealed that unpredictable supervision (in which the therapist was present on a random, intermittent, and unpredictable basis) produced much higher levels of on-task responding during the therapist's absence. Analysis of work completed during the therapist's…

Twenty-four learning disabled students (10 to 14 years old) assigned to three reward schedules (response contingent reward, 100 percent noncontingent reward, and 50 percent random noncontingent reward) were asked to replicate block designs and solve coding problems. No differences were found in errors, but Ss in noncontingent conditions…

An anti-litter program provided elementary students and their teachers feedback upon cleanliness of their schoolyard and made movies contingent on a certain criterion. The program was effective in reducing litter and maintaining appearance even when litter was artifically introduced. (Author/CL)

Each instance of out-of-seat behavior of four hyperactive moderately/severely mentally retarded eight and nine year olds resulted in return to seat followed by 15-second physical restraint. Out-of-seat behavior of all four Ss increased during two implementations of the restraint contingency compared to levels during alternative baseline periods.…

Investigated the use of interdependent group contingency for on-task and disruptive behavior along with independent group contingency for disruptive behavior to prevent children from spoiling group reinforcement. Results demonstrated that the combination of group contingency systems and immediate and delayed consequences were effective in reducing…

To test reports that the development of programs for producing durable extra-therapy responding lags behind the development of programs for producing initial behavior change, responding was recorded continuously in both the therapy and extra-therapy settings for three autistic males (7 to 11 years old). (Author)

Distractible elementary students (N=44) were assigned to one of four experimental conditions, reflecting manipulations of reinforcement and task difficulty. For difficult tasks, students assigned to contingencies for correct academic performance alone were off-task more and scored significantly lower in academic performance than Ss receiving…

Regular and special elementary educators (216) completed a 29-item questionnaire that asked them to estimate how frequently they employed a specific aversive contingency in their classroom. The results indicate that teachers most frequently use relatively mild aversive contingencies. Differences between regular and special educators were…

The Good Behavior Game, a classroom management procedure, was examined for its effects on the frequency of inappropriate verbalizations in grade four and six regular classes. Results indicated that the game reduced inappropriate responding in both classrooms and that the use of candy did not augment the effectiveness of the Good Behavior Game.…

When positive reinforcement was presented via teacher verbalizations in a noncontingent fixed-time schedule, two autistic children (six and nine years old) increased their percentage of correct responding on difficult and easy tasks. (Author/CL)

Using free time as a consequence was effective in maintaining accuracy while increasing the percentage of arithmetic assignments completed by an underachieving seven-year-old. Follow-up data revealed that the improvements were maintained even though no programmed consequences were in effect. (Author/CL)