Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students with Emotional and Behavioral Disorders

Autor/inn/en	Hawkins, Renee O.; Collins, Tai A.; Haas Ramirez, Lauren; Murphy, J. Meredith; Ritter, Chelsea
Titel	Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students with Emotional and Behavioral Disorders
Quelle	In: Behavioral Disorders, 45 (2020) 4, S.238-251 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742919888758
Schlagwörter	Behavior Disorders; Student Behavior; Nontraditional Education; Emotional Disturbances; Middle School Students; High School Students; Contingency Management; Intervention; Program Effectiveness; Behavior Modification; Educational Environment; Generalization + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Non-traditional education; Alternative Erziehung; Gefühlsstörung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Krisenbewältigung; Behaviour modification; Verhaltensänderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inappropriate behavior. Following baseline, the group contingency was introduced in the targeted period only and then withdrawn before being re-introduced. Visual analysis indicates that implementation of the group contingency led to improvements in classroom behavior in the targeted class period for both groups of students. Also, improvements in student behavior were observed in secondary settings that shared common environmental variables that may have promoted generalization. Discussion focuses on implications for practice and future research examining methods for promoting generalization of behavior change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01