A Comparison of Group Contingencies on Academic Compliance

Autor/inn/en	Deshais, Meghan A.; Fisher, Alyssa B.; Kahng, SungWoo
Titel	A Comparison of Group Contingencies on Academic Compliance
Quelle	In: Journal of Applied Behavior Analysis, 52 (2019) 1, S.116-131 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.505
Schlagwörter	Comparative Analysis; Compliance (Psychology); Reinforcement; Grade 1; Elementary School Students; Literacy Education; Worksheets; Teacher Attitudes; Student Attitudes; Preferences; Classroom Techniques; Student Behavior + Suchen Sie Ihr Suchwort? Positive Verstärkung; School year 01; 1. Schuljahr; Schuljahr 01; Lehrerverhalten; Schülerverhalten; Klassenführung; Student behaviour
Abstract	We used a reversal design with an embedded multielement design to compare the effects of an independent group contingency and a randomized dependent group contingency on compliance with assigned literacy worksheets in a first-grade general education classroom. Nine participants were selected based on low levels of compliance in baseline or by teacher identification. Results indicated that both group contingencies increased compliance relative to baseline for the majority of participants. The independent condition produced higher levels of compliance for four students and the randomized dependent condition produced higher levels of compliance for one student. For four students, the two group contingencies were equally effective. A preference assessment indicated that the majority of target students preferred the randomized dependent condition and the majority of nontarget students preferred the independent condition. A number of potential explanations for our preference findings, including the possible role of obtained reinforcement, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01