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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
Ennis, Christina R.; Blair, Kwang-Sun Cho; George, Heather Peshak – Journal of Positive Behavior Interventions, 2016
Group contingencies (GCs) vary in a variety of dimensions that may influence their efficacy and acceptability. This study evaluated the relative impact of four different GC types (independent, interdependent, dependent, and randomized) on classwide appropriate and disruptive student behaviors as well as how implementation of a teacher's preferred…
Descriptors: Contingency Management, Intervention, Student Behavior, Classroom Techniques
Weis, Robert; Osborne, Karen J.; Dean, Emily L. – Journal of Applied School Psychology, 2015
The Good Behavior Game (GBG) is a universal prevention program designed to increase academic engagement and to decrease disruptive behavior in elementary school-age children. Teachers and other school personnel use interdependent group contingencies to improve students' behavior in the classroom. Previous research indicates the GBG is efficacious…
Descriptors: Elementary School Students, Behavior Problems, Student Behavior, Contingency Management
Hartman, Kelsey; Gresham, Frank – Journal of Applied School Psychology, 2016
Disruptive behavior in the classroom negatively affects all students' academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom. The Good Behavior Game is a Tier 1 classwide intervention that utilizes an interdependent group…
Descriptors: Student Behavior, Behavior Problems, Intervention, Behavior Modification
Abikoff, Howard; Gallagher, Richard; Wells, Karen C.; Murray, Desiree W.; Huang, Lei; Lu, Feihan; Petkova, Eva – Journal of Consulting and Clinical Psychology, 2013
Objective: The study compared the efficacy of 2 behavioral interventions to ameliorate organization, time management, and planning (OTMP) difficulties in 3rd- to 5th-grade children with attention-deficit/hyperactivity disorder (ADHD). Method: In a dual-site randomized controlled trial, 158 children were assigned to organizational skills training…
Descriptors: Attention Deficit Hyperactivity Disorder, After School Programs, Time Management, Grade 3
Kirk, Emily R.; Becker, Jennifer A.; Skinner, Christopher H., Fearrington, Jamie Yarbr; McCane-Bowling, Sara J.; Amburn, Christie; Luna, Elisa; Greear, Corinne – Psychology in the Schools, 2010
Teacher referrals for consultation resulted in two independent teams collecting evidence that allowed for a treatment component evaluation of color wheel (CW) procedures and/or interdependent group-oriented reward (IGOR) procedures on inappropriate vocalizations in one third- and one first-grade classroom. Both studies involved the application of…
Descriptors: Self Control, Behavior Problems, Behavior Modification, Contingency Management
Cihak, David F.; Kirk, Emily R.; Boon, Richard T. – Journal of Behavioral Education, 2009
The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as "tootling" in conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom. Nineteen elementary students including four students with disabilities (i.e., specific learning…
Descriptors: Behavior Problems, Intervention, Learning Disabilities, Attention Deficit Hyperactivity Disorder
