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

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.

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.

The IBM-PC in electron microscopy

1996 ◽  
Vol 54 ◽  
pp. 612-613
Author(s):  
James F. Mancuso
Keyword(s):  
Head Start ◽  
Image Acquisition ◽  
Cost Effective ◽  
Financial Applications ◽  
Number Of Factors ◽  
Instrument Control ◽  
The Cost ◽  
Training And Support ◽  
Control Image ◽  
Ibm Pc

IBM PC compatible computers are widely used in microscopy for applications ranging from control to image acquisition and analysis. The choice of IBM-PC based systems over competing computer platforms can be based on technical merit alone or on a number of factors relating to economics, availability of peripherals, management dictum, or simple personal preference.IBM-PC got a strong “head start” by first dominating clerical, document processing and financial applications. The use of these computers spilled into the laboratory where the DOS based IBM-PC replaced mini-computers. Compared to minicomputer, the PC provided a more for cost-effective platform for applications in numerical analysis, engineering and design, instrument control, image acquisition and image processing. In addition, the sitewide use of a common PC platform could reduce the cost of training and support services relative to cases where many different computer platforms were used. This could be especially true for the microscopists who must use computers in both the laboratory and the office.

Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners

2020 ◽  
Vol 29 (3) ◽  
pp. 1226-1240
Author(s):  
Janet L. Patterson ◽  
Barbara L. Rodríguez ◽  
Philip S. Dale
Keyword(s):  
Head Start ◽  
Language Learners ◽  
Language Impairment ◽  
Dual Language ◽  
Dynamic Assessment ◽  
Dual Language Learners ◽  
Achievement Testing ◽  
Potential Applications ◽  
Language Screening ◽  
Relationship Of

Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is a high risk of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3–6 months prior to the Head Start preschools' year-end achievement testing. The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted. The year-end achievement measure, the Learning Accomplishment Profile–Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.

A Heads-Up on Head Start

2007 ◽  
Vol 41 (4) ◽  
pp. 70
Author(s):  
BRYAN R. FINE
Keyword(s):  
Head Start

Head Start: Only the best for America's children.

1994 ◽  
Vol 49 (2) ◽  
pp. 123-126 ◽  
Author(s):  
Nancy Landon Kassebaum
Keyword(s):  
Head Start

Head Start: Criticisms in a constructive context.

1994 ◽  
Vol 49 (2) ◽  
pp. 127-132 ◽  
Author(s):  
Edward Zigler ◽  
Sally J. Styfco
Keyword(s):  
Head Start
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