A Road Map to Systemically Setting up a Group Contingency

Hirsch, Shanna E.; MacSuga-Gage, Ashley S.; Park, Kristy; Dillon, Sarah E.

doi:10.1177/107429561602500204

Cited by 4 publications

(2 citation statements)

References 24 publications

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“…An efficient way to reinforce the entire class is through group contingency procedures, in which access to a reward system is earned when one student (dependent), groups of students (interdependent), or whole class (independent) meet a performance criterion (Hirsch, MacSuga-Gage, Park, & Dillon, 2016; Theodore, Bray, Kehle, & Jenson, 2001). For example, Ms. Lee told the class that when they ignore Craig’s disruptions for at least 5 s after the occurrence, the class gets a point.…”

Section: Intervention Plans: Case Studiesmentioning

confidence: 99%

Function-Based Approach to Designing an Instructional Environment

Park

Pinkelman

2017

Beyond Behavior

Self Cite

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During independent work time, Ms. Lee observed Craig and Benjamin repeatedly engage in the same disruptive offtask and talking-out behaviors. In the past, when her students engaged in misbehavior, she reminded them of the rules and then, if the behavior continued, she often changed their seating arrangement. Sometimes this worked and other times it did not. But in the case of Craig and Benjamin, their misbehaviors continued. For both students, talkingout behavior looked and sounded similar (i.e., verbal comments unrelated to the task), but the talking out seemed to be maintained by different reasons. When Craig talked out peers interacted with him, and when Benjamin talked out it typically delayed or reduced the amount of time he spent working on assigned tasks. Ms. Lee needed a different approach to managing these students' behavior. Before the development of functional behavior assessment (FBA), intervention for students' problem behaviors often included arbitrarily selected reinforcers and harsh punishments that were devised to overpower whatever else might be maintaining the behavior. In sum, teachers relied on the assumption that strong enough consequences would eventually change behavior, regardless of what underlying function that the behavior might be serving (E. G. Carr, 1977). Advancements in the assessment and treatment of problem behavior have improved treatment outcomes by focusing on the selection and implementation of interventions based on the function, or the purpose, that a behavior serves for the individual (Gann, Ferro, Umbreit, & Liaupsin, 2014; Geiger, Carr, & LeBlanc, 2010). The FBA process leads to a hypothesis of function by identifying patterns of environmental events that occur prior to and following problem behavior. That is, FBA identifies both when a behavior is likely to occur and what changes in the environment make it likely to continue occurring. Once the function is identified, treatment is designed to rearrange and disrupt the environment in ways that make appropriate behavior more likely and problem behavior less likely (O'Neill et al., 1997). As mentioned, the concept of function refers to why the student engages in the behavior or the payoff to the individual for engaging in the behavior. Common functions typically fall into two specific categories: those that provide access to desired outcomes (positive reinforcement) and those that provide escape or avoidance of undesirable outcomes (negative reinforcement). When reinforcement occurs, something is either added (positive reinforcement) or removed (negative reinforcement) from the environment, thereby making the behavior more likely to occur in the future (Cooper, Heron, & Heward, 2007). For example, a student may talk out because it results in peer attention (positive reinforcement) or because it makes the teacher take the focus off of boring instruction (negative reinforcement). In both these examples, the consequence following problem behavior reinforces or strengthens the behavior. In either case the behavior will contin...

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Section: Intervention Plans: Case Studiesmentioning

confidence: 99%

Function-Based Approach to Designing an Instructional Environment

Park

Pinkelman

2017

Beyond Behavior

Self Cite

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“…Several scholars have highlighted ways to use ClassDojo to increase effective implementation of different EBPs (e.g., Cetin & Cetin, 2018 ; Cumming, 2013 ; Hirsch et al, 2016 ; Lynne et al, 2017 ; Maclean-Blevins & Muilenburg, 2013 ; Robacker et al, 2016 ). Although some of these articles have provided strategies on how to use ClassDojo with a token economy, none have experimentally evaluated the effectiveness of this approach.…”

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confidence: 99%

Using an App-Based Token Economy to Increase Engagement in Daily Living and Vocational Tasks with Adults with Developmental Disabilities

Beahm

Ingvarsson

Funk³

et al. 2023

Behav Analysis Practice

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The token economy is an evidence-based practice that improves outcomes across populations, settings, and behaviors. Nonetheless, their complex nature frequently leads to ineffective implementation. In addition, little is known about the extent to which token economies are effective for increasing engagement in adults with disabilities. Therefore, we conducted a multiple probe across participants to evaluate the effectiveness of a token economy using an app (i.e., Class Dojo) to increase engagement with daily living and vocational tasks in adults with disabilities. All participants increased their engagement with tasks following the introduction of the intervention and maintained higher than baseline levels of engagement up to 6 weeks after the intervention ended. Staff members completed an anonymous survey to indicate their perception of the feasibility and effectiveness of the intervention. Social validity results indicated that some staff members found the intervention effective, but time-consuming and challenging.

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