Altering educational environments through positive peer reporting: Prevention and remediation of social problems associated with behavior disorders

2002 ◽  
Vol 39 (2) ◽  
pp. 191-202 ◽  
Author(s):  
Christopher H. Skinner ◽  
Christine E. Neddenriep ◽  
Sheri L. Robinson ◽  
Ruth Ervin ◽  
Kevin Jones
Keyword(s):  
Behavior Disorders ◽  
Social Problems ◽  
Peer Reporting ◽  
Positive Peer Reporting ◽  
Educational Environments

Positive Peer Reporting as an Intervention for Social Problems

2002 ◽  
Author(s):  
C. H. Skinner ◽  
C. E. Neddenriep ◽  
S. L. Robinson ◽  
R. Ervin ◽  
K. Jones
Keyword(s):  
Social Problems ◽  
Peer Reporting ◽  
Positive Peer Reporting

Group Contingencies

2019 ◽  
pp. 204-233
Author(s):  
Tai A. Collins ◽  
Renee O. Hawkins ◽  
Kamonta Heidelburg ◽  
Keisha Hill
Keyword(s):  
Student Behavior ◽  
Change Agents ◽  
Peer Pressure ◽  
Good Behavior Game ◽  
Target Level ◽  
Group Contingencies ◽  
Peer Reporting ◽  
Mystery Motivator ◽  
Appropriate Behavior ◽  
Positive Peer Reporting

Group contingencies describe interventions in which a reward is delivered to a group of individuals based on meeting a predetermined target level of performance. Group contingencies have repeatedly been found to be effective in modifying student behavior. Not only are group contingences effective, but they also have several logistical advantages over individual contingencies. Namely, the delivery of a common consequence to a group of individuals increases efficiency, the use of peers as change agents increases positive peer pressure for appropriate behavior, group contingencies are flexible, and they allow access to a variety of reinforcers. Three different types of group contingencies are described. Finally, specific examples of group contingencies are provided. This includes the Good Behavior Game, Positive Peer Reporting, and Mystery Motivator.

Effects of a Class-Wide Positive Peer Reporting Intervention on Middle School Student Behavior

2019 ◽  
Vol 45 (4) ◽  
pp. 224-237
Author(s):  
Ruth K. Chaffee ◽  
Amy M. Briesch ◽  
Robert J. Volpe ◽  
Austin H. Johnson ◽  
Laura Dudley
Keyword(s):  
Middle School ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Maintenance Phase ◽  
Middle School Student ◽  
Future Research ◽  
Group Contingency ◽  
Peer Reporting ◽  
School Students ◽  
Positive Peer Reporting

Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased disruptive behavior (DB). However, no prior studies have been conducted with middle school students, and none have employed strategies to promote enduring behavior change. A withdrawal design with maintenance phase, implemented across two middle school classrooms, found moderate effects (nonoverlap of all pairs [NAP] = 0.74, Tau-U = −0.48) of Tootling on decreasing DB and moderate to large effects (NAP = 0.76, Tau-U = 0.68) on increasing AEB, although internal threats to validity prevented the demonstration of a clear functional relationship across both classrooms. Results from the maintenance phase, in which the group contingency reward was removed, suggest promising strategies to support durable behavioral change. Limitations of the present study, directions for future research, social validity, and implications for practice are discussed.

Improving the social status of peer-rejected youth with disabilities: Extending the research on positive peer reporting.

2008 ◽  
Vol 4 (3) ◽  
pp. 230-246 ◽  
Author(s):  
Frank E. Bowers ◽  
Marcia E. Jensen ◽  
Clayton R. Cook ◽  
Amber D. McEachern ◽  
Tara Snyder
Keyword(s):  
Social Status ◽  
Peer Reporting ◽  
Youth With Disabilities ◽  
Positive Peer Reporting ◽  
The Social
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