Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria versus Unknown Small-Group Average Criteria

Autor/inn/en	Scott, Katelyn C.; Skinner, Christopher H.; Moore, Tara C.; McCurdy, Merilee; Ciancio, Dennis; Cihak, David F.
Titel	Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria versus Unknown Small-Group Average Criteria
Quelle	In: School Psychology Review, 46 (2017) 3, S.262-271 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Grade 1; Elementary School Students; Accuracy; Mathematics Instruction; Mathematics Achievement; Intervention; Teaching Methods; Comparative Analysis; Assignments; Student Attitudes; Validity; Rewards; Outcomes of Education; Grades (Scholastic); Achievement Gains; Scores; Statistical Analysis + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Assignment; Auftrag; Zuweisung; Schülerverhalten; Gültigkeit; Reward; Belohnung; Lernleistung; Schulerfolg; Notenspiegel; Achievement gain; Leistungssteigerung; Statistische Analyse
Abstract	An adapted alternating treatments design was used to evaluate and compare the effects of two group contingency interventions on mathematics assignment accuracy in an intact first-grade classroom. Both an interdependent contingency with class-average criteria (16 students) and a dependent contingency with criteria based on the average of a smaller, unknown, randomly selected group of students (4 students) were applied. For both contingencies, rewards and criteria were randomly selected and unknown to students. Results showed immediate, sustained, and meaningful improvements in mathematics assignment accuracy (from a class average of 64% to a class average above 83%) across both contingencies, with little differences between the two interventions. Social validity data suggest that the two teachers and the majority of the students preferred the small-group contingency. Discussion focuses on applied implications of the current results and directions for future research, including investigating side effects and idiosyncratic effects. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01