Effects of an interdependent group contingency on the transition behavior of middle school students with emotional and behavioral disorders.

2017 ◽  
Vol 32 (2) ◽  
pp. 282-289 ◽  
Author(s):  
Renee O. Hawkins ◽  
Todd Haydon ◽  
Dacia McCoy ◽  
Andrea Howard
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Group Contingency ◽  
School Students ◽  
Transition Behavior ◽  
Interdependent Group Contingency

Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 45 (4) ◽  
pp. 238-251
Author(s):  
Renee O. Hawkins ◽  
Tai A. Collins ◽  
Lauren Haas Ramirez ◽  
J. Meredith Murphy ◽  
Chelsea Ritter
Keyword(s):  
High School Students ◽  
Behavioral Disorders ◽  
Classroom Behavior ◽  
Visual Analysis ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Group Contingency ◽  
School Students ◽  
Interdependent Group Contingency ◽  
Class Period

Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inappropriate behavior. Following baseline, the group contingency was introduced in the targeted period only and then withdrawn before being re-introduced. Visual analysis indicates that implementation of the group contingency led to improvements in classroom behavior in the targeted class period for both groups of students. Also, improvements in student behavior were observed in secondary settings that shared common environmental variables that may have promoted generalization. Discussion focuses on implications for practice and future research examining methods for promoting generalization of behavior change.

scholarly journals Effects of a Dependent Group Contingency on the Verbal Interactions of Middle School Students with Emotional Disturbance

2005 ◽  
Vol 30 (2) ◽  
pp. 170-184 ◽  
Author(s):  
Spencer D. Hansen ◽  
Benjamin Lignugaris/Kraft
Keyword(s):  
Middle School ◽  
Experimental Design ◽  
Middle School Students ◽  
Emotional Disturbance ◽  
Group Contingency ◽  
Negative Interaction ◽  
School Students ◽  
Positive Interaction ◽  
Verbal Interactions ◽  
Social Skills Instruction

This study examined the effects of a dependent group contingency to increase positive verbal interactions among nine middle school-aged males in a self-contained classroom. Prior to implementing the group contingency, the students received social skills instruction. A withdrawal experimental design was then used to evaluate the effects of the dependent group contingency. Students’ positive verbal interactions increased and negative verbal interactions decreased with the implementation of the dependent group contingency. When the group contingency was faded, positive and negative interaction levels were maintained. The results are discussed in terms of developing positive interaction skills among youth with emotional disturbance and the application of dependent group contingencies with these students.

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