COMBINING SELF-MONITORING AND AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE THE BEHAVIOR OF SIXTH GRADERS WITH EBD

2015 ◽  
Vol 52 (6) ◽  
pp. 562-577 ◽  
Author(s):  
Hilary Denune ◽  
Renee Hawkins ◽  
Lauren Donovan ◽  
Dacia Mccoy ◽  
Lyndsie Hall ◽  
...  
Keyword(s):  
Sixth Graders ◽  
Group Contingency ◽  
Self Monitoring ◽  
Interdependent Group Contingency

Using brief habit reversal and an interdependent group contingency to reduce public‐speaking speech disfluencies

2021 ◽  
Author(s):  
Christopher J. Perrin ◽  
Sarah A. Hensel ◽  
Durie L. Lynch ◽  
Lisa R. Gallegos ◽  
Kendall Bell ◽  
...  
Keyword(s):  
Public Speaking ◽  
Habit Reversal ◽  
Group Contingency ◽  
Interdependent Group Contingency

Interdependent Group Contingency to Promote Physical Activity in Children

2016 ◽  
Vol 32 (2) ◽  
pp. 144-161 ◽  
Author(s):  
Catherine Foote ◽  
Melissa A. Bray ◽  
Thomas J. Kehle ◽  
Jaci L. VanHeest ◽  
Nicholas W. Gelbar ◽  
...  
Keyword(s):  
Physical Activity ◽  
Total Duration ◽  
The United States ◽  
Group Contingency ◽  
Activity Levels ◽  
Group Contingencies ◽  
Baseline Design ◽  
Number Of Children ◽  
Interdependent Group Contingency ◽  
School Day

As the number of children affected by obesity increases in the United States, it is necessary to intervene with preventive and intervention techniques that will enact change. Because children spend a significant amount of their time in school, it is of particular interest to target strategies during the school day. Given the recommendations for the total duration and intensity of physical activity children should participate in, recess period is a means of acquiring a portion of this daily recommendation. Contingent reinforcement is a technique that is consistently used in schools to promote behavior change. One of these techniques, group contingencies, has repeatedly been shown to increase desired behavior and decrease inappropriate behavior in schools. In the present study, a multiple baseline design was utilized to investigate the use of interdependent group contingencies in physical activity performance during recess, as measured by pedometers, with one class from each of the third, fourth, and fifth grades at an elementary school. Some of the variability existed in gender- and body mass index-specific (BMI) subgroups, in regard to the effectiveness of the intervention and continued maintenance of increased physical activity levels, following the removal of the intervention. However, the overall results support the use of an interdependent group contingency intervention to increase the amount of physical activity students engaged in during recess.

scholarly journals Effect of Group Contingency Type on Walking: Comparisons of Effectiveness and Cost Efficiency

2021 ◽  
Vol 12 ◽  
Author(s):  
Heewon Kim ◽  
Changseok Lee ◽  
Seoi Lee ◽  
Kyong-Mee Chung
Keyword(s):  
Cost Efficiency ◽  
Relative Effectiveness ◽  
Clinical Implications ◽  
Group Contingency ◽  
Step Counts ◽  
Interdependent Group Contingency ◽  
Walking Activity ◽  
Contingency Condition ◽  
Cost Efficient

Group contingency (GC) is an effective and cost-efficient strategy that can be successfully applied to technology-based interventions. This study examined the relative effectiveness and cost efficiency of three types of technology-based group contingencies on walking among adults. Seventy two students were divided into teams of three. Each team was randomly assigned to one of three GC conditions (independent, interdependent, or dependent) and underwent 66 days of technology-based group contingency intervention. Sixty five participants completed the intervention and 61 completed the follow-up assessment 2 months later. Step counts and self-reported walking activity increased after the intervention under all three conditions. The proportion of participants that met the target step counts was significantly higher under the dependent group contingency condition. However, 2 months later, intervention effects were not maintained under any condition. For cost efficiency, the increase in step count per point was significantly higher under the interdependent group contingency condition. Group cohesion and social validity (point satisfaction and point utility) were significantly higher under the dependent group contingency condition. Finally, the clinical implications and limitations of this study are discussed.

scholarly journals Good Behavior Game: History and Modern Trends. Part 2

2021 ◽  
Vol 19 (3) ◽  
pp. 3-14
Author(s):  
A.I. Statnikov
Keyword(s):  
Cross Cultural ◽  
Good Behavior Game ◽  
Group Contingency ◽  
Student Group ◽  
Cultural Aspects ◽  
Interdependent Group Contingency ◽  
The Cross ◽  
Caught Being Good Game

The Good Behavior Game is a procedure aimed to change the behavior of all members of the student group through an interdependent group contingency. The issues regarding maintenance and generalization of the changes, produced by the Game, including possible support tactics and generalization tactics are discussed in present paper. The cross-cultural aspects of the application of the procedure are also described, as well as the information about what kind of reaction the application of the procedure evokes in teachers and what changes occur in their behavior. Some possible modifications of the procedure are presented, among which are the Caught Being Good Game, the Good Inclusion Game and the Good Student Game.

Improving Reciprocal Conversation and Social Preference of Children With Autism

2020 ◽  
Vol 87 (1) ◽  
pp. 113-132
Author(s):  
Chengan Yuan ◽  
Liqi Chen
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Preference ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Group Contingency ◽  
Baseline Design ◽  
Interdependent Group Contingency ◽  
Children With Asd ◽  
Spectrum Disorders

Individuals with autism spectrum disorders (ASD) often have difficulties initiating and maintaining reciprocal conversations with others. In this study, we examined if an interdependent group contingency would improve reciprocal conversation of children with ASD when they were paired as conversational partners. We also assessed children’s social preference through their choices between spending time with their peers or by themselves. In a multiple-baseline design, we found that the group contingency immediately produced independent reciprocal conversational responses, sustained conversational exchanges, and increased preference for peers across all participants. Improvements were further maintained even after the group contingency was removed and novel peers were introduced.

Sign in / Sign up

Export Citation Format

Share Document