The effects of a group contingency on group and individual behavior in an urban first-grade classroom
Issue Date
2007-05-31Author
Schmidt, Anna C.
Publisher
University of Kansas
Type
Thesis
Degree Level
M.A.
Discipline
Applied Behavioral Science
Rights
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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Show full item recordAbstract
The current study examined the effects of a class-wide group contingency on the on-task behavior of a first-grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening. The classroom teacher used a systematic instruction model (i.e., direct instruction, model, and role-play) to teach three behavioral skills: (a) gaining the teacher's attention appropriately, (b) following directions, and (c) ignoring inappropriate peer behavior. These skills were reinforced through an interdependent group contingency in a class-wide game. The effects of the intervention on target student and class behavior were evaluated in a reversal design. Results showed the group contingency was effective in increasing the on-task behavior of the class and target students. A reduction in disruptive behavior was also seen for each target student during intervention. Students and teacher reported a high degree of satisfaction with the intervention.
Description
Thesis (M.A.)--University of Kansas, Applied Behavioral Science, 2007.
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- Theses [3942]
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