Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| Education and Treatment of… | 1 |
| Exceptional Education… | 1 |
| Infant-Toddler Intervention:… | 1 |
| Journal of Applied Behavior… | 1 |
| Journal of Autism and… | 1 |
| Psychology in the Schools | 1 |
Author
| Bouxsein, Kelly J. | 1 |
| Capt, D. Betty | 1 |
| Deitz, Diane E. D. | 1 |
| Denune, Hilary | 1 |
| Donovan, Lauren | 1 |
| Fisher, Wayne W. | 1 |
| Hall, Lyndsie | 1 |
| Hawkins, Renee | 1 |
| Kamps, Debra | 1 |
| Mccoy, Dacia | 1 |
| Moeder, Anthony | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Information Analyses | 1 |
Education Level
| Elementary Education | 2 |
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| Grade 6 | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Systematic Screening for… | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 1 |
Direct linkDenune, 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
Bouxsein, Kelly J.; Tiger, Jeffrey H.; Fisher, Wayne W. – Journal of Applied Behavior Analysis, 2008
Previous research has suggested that the topography of instructions (general vs. specific) may influence the likelihood that young children comply with instructions. The purpose of the current study was to compare the rates of task completion of a young man diagnosed with Asperger syndrome when provided with general and specific instructions…
Descriptors: Behavioral Science Research, Time on Task, Late Adolescents, Asperger Syndrome
Peer reviewedSugai, George; White, William J. – Journal of Autism and Developmental Disorders, 1986
The study examined the effects of object self-stimulation on the task-interrupting self-stimulatory behavior and prevocational work responses of a 13-year-old autistic boy. Findings suggested that the reinforcing effects of object self-stimulation may be used to increase desired behaviors and to decrease task-interfering behaviors. (Author/JW)
Descriptors: Adolescents, Autism, Case Studies, Contingency Management
Peer reviewedSpence, Melanie J.; Capt, D. Betty – Infant-Toddler Intervention: The Transdisciplinary Journal, 1994
This study examined the effect of a salient multimodal reinforcer on object search performance of 9 children with Down's syndrome (24-56 months old). Attentional deficits of children with mental retardation or at risk for delay influenced their performance. Contingency learning of children with Down's syndrome may be affected by the attentional…
Descriptors: Attention, Concept Formation, Contingency Management, Downs Syndrome
Deitz, Diane E. D.; Repp, Alan C. – Exceptional Education Quarterly, 1983
The use of reinforcement to reduce inappropriate behaviors of mentally retarded and emotionally disturbed students may involve the following procedures: differential reinforcement of low rates of responding (DRL), the differential reinforcement of response omission (DRO), and the differential reinforcement of incompatible (DRI) or alternative…
Descriptors: Behavior Change, Contingency Management, Elementary Secondary Education, Emotional Disturbances
