A Review of the Use of Group Contingencies in Preschool Settings

Autor/inn/en	Pokorski, Elizabeth A.; Barton, Erin E.; Ledford, Jennifer R.
Titel	A Review of the Use of Group Contingencies in Preschool Settings
Quelle	In: Topics in Early Childhood Special Education, 36 (2017) 4, S.230-241 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121416649935
Schlagwörter	Contingency Management; Behavior Modification; Preschool Education; Literature Reviews; Intervention; Individual Characteristics; Early Childhood Education; Classroom Techniques; Coding; Research Methodology; Rewards; Group Activities + Suchen Sie Ihr Suchwort? Krisenbewältigung; Behaviour modification; Verhaltensänderung; Pre-school education; Vorschulerziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Klassenführung; Codierung; Programmierung; Research method; Forschungsmethode; Reward; Belohnung; Gruppenaktivität
Abstract	Individual contingency management systems have been used successfully to improve behaviors in school settings--including preschools--but often come with associated challenges in time and personnel management. Group contingencies, in the form of independent, interdependent, and dependent contingencies, have been used in preschools to address these challenges. Although current reviews exist on the positive effects of these interventions with older students, none exist to date on the effects on preschool children. The purpose of this review was to synthesize the research on the use of group contingencies in preschool classrooms. Clear trends emerged across studies regarding characteristics of participants, type of contingency used, intervention components, and rewards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01