A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students’ Class-Work and Active Engagement

Trevino-Maack, Sylvia I.; Kamps, Debra; Wills, Howard P.

doi:10.1177/0741932514561865

Cited by 23 publications

(19 citation statements)

References 46 publications

(82 reference statements)

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“…Taken together, these findings suggest that students who engage in moderate levels of disruptive behaviors may respond to class‐wide interventions more readily than students with more intense behavior needs. This further supports previous research in which students with higher behavioral needs respond slower to class‐wide self‐management interventions (e.g., Hoff & Ervin, ; Trevino‐Maack, Kamps, & Wills, ). The reduction in disruptive behavior for three of the students during the final intervention condition seems to support this hypothesis.…”

Section: Discussionsupporting

confidence: 89%

Self‐management as a class‐wide intervention: An evaluation of the “Self & Match” system embedded within a dependent group contingency

Bulla

Frieder

2018

Psychology in the Schools

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Teachers are responsible for providing an education to students of all ability levels. Recent data suggest that roughly 95% of students with a disability are receiving some form of education in their general education setting. Individuals with disabilities tend to engage in higher levels of disruptive behaviors (e.g., talking out in class, noncompliance, throwing materials) than peers without disabilities. With an increase in the number of students with disabilities receiving some form of education in their general education setting, teachers may be spending more time managing disruptive behaviors and less time teaching. Research suggests a strong relationship between classroom‐management techniques and academic achievement. These data highlight the importance of classroom‐management interventions that promote the learning of all students in the classroom. Despite the importance of classroom‐management techniques, a lack of training, as well as the feasibility of the interventions may prevent the ultimate adoption and long‐term success of effective techniques. Self‐management is a potential solution, as self‐management techniques can be easily trained and implemented.

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Section: Discussionsupporting

confidence: 89%

Self‐management as a class‐wide intervention: An evaluation of the “Self & Match” system embedded within a dependent group contingency

Bulla

Frieder

2018

Psychology in the Schools

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“…Although no studies included in Little and colleagues’ () meta‐analysis evaluated the effect of independent group contingencies on academic engagement behavior, other studies have suggested that they may effectively increase student engagement (e.g., Conklin, ; Thorne & Kamps, ; Trevino‐Maack et al., ). Thorne and Kamps () investigated the effects of an independent group contingency on academic engagement and problem behavior in four elementary school classrooms.…”

Section: Independent Group Contingenciesmentioning

confidence: 99%

“…Similarly, Trevino‐Maack and colleagues () used an independent group contingency procedure in conjunction with self‐management to promote academic engagement. Students in three high school remedial reading classes were included in the study.…”

Section: Independent Group Contingenciesmentioning

confidence: 99%

“…Furthermore, of the two studies previously described (Thorne & Kamps, 2008;Trevino-Maack et al, 2014), neither one evaluated the use of independent group contingencies with middle school students. This is troubling because engagement in academic work has been demonstrated to decrease once students reach middle school (e.g., Marks, 2000).…”

Section: Independent Group Contingencies In Middle Schoolmentioning

confidence: 99%

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The Classroom Password: A Class-Wide Intervention to Increase Academic Engagement

et al. 2016

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The present study investigated the effectiveness of a novel class-wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh-and eighth-grade classrooms. Results indicated that the intervention was effective across all three classrooms in increasing students' academic engagement, or on-task behavior, as evidenced by visual analysis and moderate to large effect sizes. Decreases in disruptive behavior were also observed across all three classrooms. Off-task behavior was not substantially affected in any of the three classrooms. The intervention received mixed ratings by the classroom teachers regarding its social validity. Results of the present study suggest that the Classroom Password may be an effective class-wide intervention for increasing the academically engaged behavior and decreasing the disruptive behavior of middle school students during instructional time. C 2016

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“…Several studies have shown self-monitoring to improve academic performance in middle and high school settings including (a) reading comprehension (Alfassi, 1998;Kozminsky & Kozminsky, 2001), (b) accuracy in reading and math assignments (Cancio, West, & Young, 2004;Shimabukuro, Prater, Jenkins, & Edelen-Smith, 1999), and (c) increased productivity in writing (Trevino-Maack, Kamps, & Wills, 2014). Self-monitoring interventions have been shown to improve behaviors that contribute to progressing in school such as lesson and task completion 596134P BIXXX10.1177/1098300715596134Journal of Positive Behavior InterventionsClemons et al (Foley & Epstein, 1993;Koegel, Harrower, & Koegel, 1999;Seabaugh & Schumaker, 1994).…”

mentioning

confidence: 99%

Self-Monitoring for High School Students With Disabilities

Clemons

Mason

Garrison-Kane

et al. 2015

Journal of Positive Behavior Interventions

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Self-monitoring interventions are well supported within the empirical literature as improving classroom engagement for students with disabilities. However, studies implementing self-monitoring interventions in high school settings are rarely conducted despite their potential to improve student academic and behavioral outcomes. In an investigation of an unobtrusive, self-monitoring application loaded on a handheld device, classroom engagement and perceived academic benefits were assessed in a withdrawal design for three high school students with different disabilities (specific learning disability, autism, and intellectual disability) in varied instructional arrangements. Direct observation data supported the intervention as effective in improving classroom engagement for all three students during intervention and maintenance phases.

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A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students’ Class-Work and Active Engagement

Cited by 23 publications

References 46 publications

Self‐management as a class‐wide intervention: An evaluation of the “Self & Match” system embedded within a dependent group contingency

Self‐management as a class‐wide intervention: An evaluation of the “Self & Match” system embedded within a dependent group contingency

The Classroom Password: A Class-Wide Intervention to Increase Academic Engagement

Self-Monitoring for High School Students With Disabilities

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