EFFECTS OF AN INDEPENDENT GROUP CONTINGENCY SPECIAL ACTIVITY PROGRAM ON INAPPROPRIATE BEHAVIOR IN A RESIDENTIAL SETTING

2014 ◽  
pp. n/a-n/a ◽  
Author(s):  
Kimberly N. Sloman ◽  
Jorge R. Reyes ◽  
Timothy R. Vollmer
Keyword(s):  
Group Contingency ◽  
Independent Group ◽  
Residential Setting ◽  
Inappropriate Behavior ◽  
Activity Program ◽  
Independent Group Contingency

Tootling With a Randomized Independent Group Contingency to Improve High School Classwide Behavior

2018 ◽  
Vol 21 (2) ◽  
pp. 93-105 ◽  
Author(s):  
John D. K. Lum ◽  
Keith C. Radley ◽  
Daniel H. Tingstrom ◽  
Brad A. Dufrene ◽  
D. Joe Olmi ◽  
...  
Keyword(s):  
High School ◽  
General Education ◽  
Behavior Intervention ◽  
Group Contingency ◽  
Independent Group ◽  
Positive Behavior Intervention ◽  
High School Classrooms ◽  
Class Period ◽  
Withdrawal Design ◽  
Independent Group Contingency

The present study examined the effects of tootling, a peer-mediated positive behavior intervention, on students’ classwide disruptive and academically engaged behavior in three general education high school classrooms. A withdrawal design was used to assess the effects of the intervention. Students wrote tootles anonymously on paper slips and placed them into a marked container. A randomized independent group contingency was used to reward students. At the end of the class period, teachers randomly drew three of the submitted tootles and rewarded students about whom the tootles were written. Teachers also randomly drew the names of two students who submitted a tootle and rewarded them as well. All three classrooms displayed decreases in classwide disruptive behavior and increases in academically engaged behavior during intervention phases. Effect size calculations for both disruptive and academically engaged behavior indicated very large overall effects. The results of this study suggest that a modified tootling procedure utilizing a randomized independent group contingency can be an effective intervention for teachers to improve the classwide behavior of students in high school classrooms. Teachers found the intervention at least moderately socially valid and students rated it highly acceptable.

scholarly journals Evaluating the independent group contingency: “Mystery Student” on improving behaviors in head start classrooms

2021 ◽  
Author(s):  
Jamie L. Pasqua ◽  
Brad A. Dufrene ◽  
Zachary C. LaBrot ◽  
Keith Radley ◽  
Evan H. Dart ◽  
...  
Keyword(s):  
Head Start ◽  
Group Contingency ◽  
Independent Group ◽  
Independent Group Contingency

Independent and Dependent Group Contingencies

2021 ◽  
pp. 263-274
Author(s):  
Tom Cariveau
Keyword(s):  
Small Group ◽  
Effective Intervention ◽  
Entire Group ◽  
Individual Student ◽  
Group Contingency ◽  
Independent Group ◽  
Group Contingencies ◽  
Educational Settings

Group contingencies include the arrangement of a common consequence for responding by members of a group. Independent group contingencies involve a common consequence being delivered to an individual student based on her performance. Dependent group contingencies involve the consequence being delivered to the entire group based on the performance of an individual or small group of students. Numerous variables may be altered in a group contingency and arranging an effective intervention requires planful incorporation of each. This chapter reviews the components of independent and dependent group contingencies and considerations when designing and implementing group contingencies in educational settings.

Assessing the Differential Effects of Known and Mystery Rewards in a Preschool-Based Group Contingency

2019 ◽  
Vol 41 (3) ◽  
pp. 256-275
Author(s):  
Elizabeth A. Pokorski ◽  
Erin E. Barton ◽  
Jennifer R. Ledford
Keyword(s):  
Social Interactions ◽  
Severe Disabilities ◽  
Classroom Teachers ◽  
Group Contingency ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Differential Effects ◽  
Differential Outcomes ◽  
Independent Group Contingency ◽  
Previous Group

Group contingencies have been used successfully to modify a variety of behaviors for children with diverse characteristics across multiple settings. However, these interventions have not been applied to increase social interactions (SI) between typically developing children and those with multiple or severe disabilities (MSD). Furthermore, little research has been conducted to examine whether differential outcomes are associated with the type of reward used (known or mystery). The purpose of this study was to examine the differential effects of known versus mystery rewards on the SI of preschool children with and without MSD within an independent group contingency. The findings indicated that although there were no differences in levels of SI between reward types, both were superior to the baseline condition and were viewed as socially valid by classroom teachers and naive raters. In addition, this study was conducted with high methodological quality exceeding that of previous group contingency research conducted in preschool settings and of other studies examining the differential effects of known and mystery rewards. The results provide meaningful information regarding practices that support children with MSD and add to the group contingency literature.

Inhibition of socially inappropriate behavior

2005 ◽  
Author(s):  
Karen Gonsalkorale ◽  
William von Hippel
Keyword(s):  
Inappropriate Behavior

Parenting Meeting Development Module

2020 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Mela Susanti ◽  
Imas Kania Rahman ◽  
Ibdalsyah Ibdalsyah
Keyword(s):  
Focus Group ◽  
Research Method ◽  
Group Discussion ◽  
Field Research ◽  
Research Data ◽  
Data Collection Tool ◽  
Ibn Sina ◽  
Activity Program ◽  
Coaching Activities ◽  
At Home

<p class="15bIsiAbstractBInggris">The purpose of this research is to find out how parents were coaching activities in Raudatul Atfal (RA). Darul Muttaqien and RA. Ibn Sina. The research method used in this study is qualitative field research—data collection tool through observation, interviews and documentation. The Parenting Meeting (KPO) coaching module has been tested for validity through a Focus Group Discussion (FGD) with four experts: religious experts, linguists, psychologists and education experts. The results of this study are coaching parents in RA. Darul Muttaqien Parung has not been systematically planning on an activity program sheet. 80% of parents state that the child's development at home is the same as the school. While fostering parents in RA. Ibnu Sina Pamijahan has been going well, planned and systematic; 50% of parents statements is that the development of morals at home is not the same as the school.</p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p>Tujuan penelitian ini adalah untuk mengetahui bagaimana orang tua pembinaan kegiatan di Raudatul Atfal (RA). Darul Muttaqien dan RA. Ibnu Sina. Metode penelitian yang digunakan dalam studi ini adalah penelitian lapangan kualitatif. Alat pengumpulan data melalui pengamatan, wawancara dan dokumentasi. The Parenting Meeting (KPO) modul pembinaan telah diuji untuk validitas melalui Focus Group diskusi (FGD) dengan 4 ahli: ahli agama, linguis, psikolog dan ahli pendidikan. Hasil penelitian ini adalah pembinaan orang tua di RA. Darul Muttaqien Parung belum direncanakan secara sistematis pada lembar program kegiatan. 80% orang tua menyatakan bahwa perkembangan anak di rumah sama dengan sekolah. Sementara, membina orang tua di RA. Ibnu Sina Pamijahan telah berjalan dengan baik, terencana dan sistematis, 50% dari pernyataan orang tua adalah bahwa perkembangan moral di rumah tidak sama dengan sekolah</p>

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