Enhancing Academic Performance in a Classroom Serving Students with Serious Emotional Disturbance: Interdependent Group Contingencies with Randomly Selected Components

Autor/inn/en	Popkin, Joan; Skinner, Christopher H.
Titel	Enhancing Academic Performance in a Classroom Serving Students with Serious Emotional Disturbance: Interdependent Group Contingencies with Randomly Selected Components
Quelle	In: School Psychology Review, 32 (2003) 2, S.282-295 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Assignments; Spelling; Emotional Disturbances; Academic Achievement; Program Effectiveness; Intervention; Mathematics Achievement; Probability; Reinforcement; Early Adolescents; Grade 6; Grade 7; Grade 8; English Instruction; Tennessee + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Schreibweise; Gefühlsstörung; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Positive Verstärkung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; English langauage lessons; Englischunterricht
Abstract	A modified multiple baseline across behaviors design was used to evaluate the effects of an interdependent group contingency program with randomly selected contingency components on the academic performance of an intact middle-school class serving five male students with serious emotional disturbance (SED). During the initial intervention phase, students had to meet a randomly selected criterion (e.g., 80% or 90% class average) on daily spelling assignments to earn a randomly selected group reward. Mathematics and then English daily assignment performance were added to the program in subsequent phases, and target assignments (i.e., either spelling, mathematics, or English) and criterion were randomly selected. Results show educationally valid increases in academic performance as target assignments were added to the program. (Contains 1 figure and 1 table.) (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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10