Independent Contingency and Token Economy at Recess to Reduce Aggression

Autor/inn/en	Yassine, Jordan; Tipton-Fisler, Leigh Ann
Titel	Independent Contingency and Token Economy at Recess to Reduce Aggression
Quelle	In: Contemporary School Psychology, 26 (2022) 4, S.481-491 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-021-00364-7
Schlagwörter	Aggression; Recess Breaks; Behavior Patterns; Intervention; Behavior Change; Prosocial Behavior; Reinforcement; Incentives; Effect Size + Suchen Sie Ihr Suchwort? Aktive Pause; Positive Verstärkung; Anreiz
Abstract	School-wide behavior problems can vary significantly from structured to unstructured settings. Often problem behaviors can spike during unstructured times such as lunch and recess and the use of Tier 1 positive behavior interventions and supports (PBIS) can be used to reduce student behavior problems in these settings. Using a token economy as an independent group contingency, this study aimed to reduce student aggression in an elementary school during lunch/recess periods of the day. Students had the opportunity to earn school "dollars" during recess for demonstrating prosocial behaviors in which they were told could be exchanged for incentives at a student store (backup reinforcers). Across all grade levels, student levels of aggression were reduced between 50 and 100% from baseline levels in a 3-month period. However, as effect sizes indicated, only some intervention groups showed significant reduction of aggression. Despite the limitation of access to backup reinforcers, we theorized that the effectiveness of the present intervention was due to socially mediated contingencies among student group members as a result of receiving dollars. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01