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Direct linkStremel, 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
Denune, Hilary; Hawkins, Renee; Donovan, Lauren; Mccoy, Dacia; Hall, Lyndsie; Moeder, Anthony – Psychology in the Schools, 2015
A withdrawal design was used to examine the influence of a self-monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth-grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on-task, off-task,…
Descriptors: Grade 6, Emotional Disturbances, Behavior Disorders, Time on Task
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
Hawkins, Renee O.; Axelrod, Michael I. – Behavior Modification, 2008
Research has shown a positive correlation between time spent on homework and learning. However, students often engage in off-task behaviors to escape the demands of homework. Youth with emotional or behavioral disorders (EBD) are especially likely to engage in off-task behaviors. Effective interventions to increase on-task behavior during homework…
Descriptors: Homework, Behavior Problems, Behavior Disorders, Functional Behavioral Assessment
Williamson, Brenda D.; Campbell-Whatley, Gloria D.; Lo, Ya-yu – Psychology in the Schools, 2009
Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on-task behaviors of…
Descriptors: High School Students, Student Behavior, Disabilities, Contingency Management
Stover, Karen – 1994
This paper reports on the application of a token economy approach to increase on-task behavior and decrease inappropriate "call-outs" of nine seventh and eighth grade Caucasian male students in a self-containted emotional support classroom. The program included a behavioral contract, token economy "bucks" kept in a classroom bank, and a list of 12…
Descriptors: Behavior Modification, Behavior Problems, Classroom Techniques, Contingency Management
Peer reviewedMiller, Deborah L.; Kelley, Mary Lou – Journal of Applied Behavior Analysis, 1994
This study, with 4 parent-child dyads in which the children (ages 9 to 11) exhibited substantial homework problems, found that goal setting and contingency contracting produced significant improvements in children's homework accuracy. Two of the subjects showed substantial improvements in on-task behavior. Parents rated the procedures highly.…
Descriptors: Behavior Change, Contingency Management, Goal Orientation, Homework
Lien-Thorne, Stephanie; Kamps, Debra – Behavioral Disorders, 2005
This article describes a replication of the "First Step to Success" program (Walker, Stiller, Severson, & Golly, 1998) with at-risk students in the first and second grade to determine program effectiveness in decreasing inappropriate behaviors and increasing academic engagement time. This expands the "First Step to…
Descriptors: High Risk Students, Early Intervention, Grade 2, Program Effectiveness
