Efficacy and Social Validity of a Class-Wide Interdependent Group Contingency to Decrease Between-Class Transition Durations

Autor/inn/en	McArdle, Paige E.; McMahon, Meara X. H.; Ardoin, Scott P.; Trump, Cary E.; Molony, Maggie A.
Titel	Efficacy and Social Validity of a Class-Wide Interdependent Group Contingency to Decrease Between-Class Transition Durations
Quelle	In: Journal of Behavioral Education, 30 (2021) 2, S.280-298 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McArdle, Paige E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09370-w
Schlagwörter	Elementary School Students; Time on Task; Learner Engagement; Academic Achievement; Learning Activities; Feedback (Response); Rewards; Intervals; Behavior Modification + Suchen Sie Ihr Suchwort? Zeitaufwand; Schulleistung; Lernaktivität; Reward; Belohnung; Behaviour modification; Verhaltensänderung
Abstract	The time students spend actively engaged with instruction is positively correlated with their academic achievement (Dotterer and Lowe in J Youth Adolesc 40:1649-1660, 2011). Conversely, the time spent transitioning between activities is inversely related to the time spent in productive learning activities, thus limiting opportunities for student engagement (Cameron et al. in J Sch Psychol 43:61-85, 2005; Codding and Smyth in J Educ Psychol Consult 18:325-345, 2008). As such, there is a need for behavioral interventions that facilitate effective and efficient transitions. In this applied study, teachers and students implemented an interdependent group contingency to decrease durations of between-class transitions in 4 elementary school classrooms. The treatment package included explicit timing, visual performance feedback, and progressive performance criteria (Brogan et al. in Behav Modif 41:405-421, 2017) in which each class had to outperform its prior shortest transition time to earn rewards. Treatment effects were examined using an ABAB design. Classes demonstrated high implementation fidelity and teachers generally reported high acceptability of the intervention, although correspondence between indirect and direct measures of social validity varied. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01