Integrating a Social Behavior Intervention during Small Group Academic Instruction Using a Total Group Criterion Intervention

Autor/inn/en	Rodriguez, Billie Jo; Anderson, Cynthia M.
Titel	Integrating a Social Behavior Intervention during Small Group Academic Instruction Using a Total Group Criterion Intervention
Quelle	In: Journal of Positive Behavior Interventions, 16 (2014) 4, S.234-245 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300713492858
Schlagwörter	Social Behavior; Intervention; Small Group Instruction; Fidelity; Behavior Problems; Literacy Education; Kindergarten; Behavior Change; Positive Reinforcement; Rural Schools; Elementary School Students; At Risk Students; Reading Difficulties; Validity; Goodness of Fit; Observation; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Reading difficulty; Leseschwierigkeit; Gültigkeit; Beobachtung
Abstract	Total group contingencies, a variation of interdependent group contingencies, provide educators with an efficient and effective mechanism to improve social behavior and increase academic skills. Their utility has not been examined in small educational groups. This is unfortunate as supplemental instruction frequently is delivered in small group settings, and problem behavior may have a deleterious effect on learning. This study evaluated effects of a positive reinforcement total group contingency implemented by instructional assistants across five small groups of kindergarten students receiving supplemental literacy instruction. Results indicated reductions in student problem behavior, increases in adult provision of specific praise statements, and increases in opportunities to respond to academic instruction. Although the intervention focused on student social behavior, we also documented improved fidelity of implementation of the literacy instruction following training and implementation of the total group criterion intervention. The implications for implementing total group contingencies during small group instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10