Effects of a Classwide Interdependent Group Contingency Designed to Improve the Behavior of an At-Risk Student

Ling, Stacy; Hawkins, Renee O.; Weber, Denise

doi:10.1007/s10864-011-9125-x

Cited by 34 publications

(31 citation statements)

References 11 publications

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“…Group contingencies provide peer influence to help students avoid their challenging behaviors as well as motivate positive behavior among all students (Ling et al 2011). Group contingencies have been found to reduce disruptive behaviors throughout the class (Donaldson et al 2011;Hulac and Benson 2010;Ling and Barnett 2013) and improve classroom environments (Ö neren Sendil and Tantekin Erden 2014; Wright and McCurdy 2012).…”

Section: Introductionmentioning

confidence: 99%

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

Caldarella

Williams

Hansen

et al. 2014

Early Childhood Educ J

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Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching socially appropriate communication skills, (b) using differential reinforcement with an interdependent group contingency, (c) extinguishing or eliminating potential reinforcement for problem behavior, and (d) implementing individual interventions using self-management, help cards, and/or functional assessment. This study implemented CW-FIT with five kindergarten through second grade teachers. Results demonstrated efficacy of the program as early childhood teachers increased their praise rates and decreased their reprimand rates, and students responded with increased on-task behavior and fewer classroom disruptions. Study implications and limitations are addressed.

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Section: Introductionmentioning

confidence: 99%

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

Caldarella

Williams

Hansen

et al. 2014

Early Childhood Educ J

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“…Although these four observational methods have commonly been used to obtain an estimate of behavior at the level of the classroom, the over whelming majority of classwide intervention stud ies identified through the current review restricted data collection to targeted students believed to be most in need of intervention (e.g., Ling et al, 2011;Miller et al, 1993). As noted previously, focusing data collection on individual students makes sense because fewer observational re sources are needed and interventions that demon strate positive effects for those students with the highest levels of problem behavior are likely to be similarly, if not more, successful with those stu dents whose behavior is more adaptive.…”

Section: Discussionmentioning

confidence: 99%

“…De pending on the study, authors collected data for anywhere from a single student (e.g., Haydon, Mancil, & Van Loan, 2009) to six or more students (Williamson, Campbell-Whatley, & Lo, 2009). When a classwide intervention is conceptualized as a way to address individual student needs with the added benefit of support ing the appropriate behavior of all students (e.g., Ling, Hawkins, & Weber, 2011), focusing data collection on those students with the great est levels of need may be most appropriate. Restricting data collection to a select number of target students also makes sense from a logisti cal standpoint in that relatively few resources are required to conduct observations.…”

Section: Methodsmentioning

confidence: 99%

An evaluation of observational methods for measuring response to classwide intervention.

Briesch¹,

Hemphill²,

Volpé³

et al. 2015

School Psychology Quarterly

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Although there is much research to support the effectiveness of classwide interventions aimed at improving student engagement, there is also a great deal of variability in terms of how response to group-level intervention has been measured. The unfortunate consequence of this procedural variability is that it is difficult to determine whether differences in obtained results across studies are attributable to the way in which behavior was measured or actual intervention effectiveness. The purpose of this study was to comparatively evaluate the most commonly used observational methods for monitoring the effects of classwide interventions in terms of the degree to which obtained data represented actual behavior. The 5 most common sampling methods were identified and evaluated against a criterion generated by averaging across observations conducted on 14 students in one seventh-grade classroom. Results suggested that the best approximation of mean student engagement was obtained by observing a different student during each consecutive 15-s interval whereas observing an entire group of students during each interval underestimated the mean level of behavior within a phase and the degree of behavior change across phases. In contrast, when observations were restricted to the 3 students with the lowest levels of engagement, data revealed greater variability in engagement across baseline sessions and suggested a more notable change in student behavior subsequent to intervention implementation.

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“…Recentemente, este desenho de investigação foi utilizado para, por exemplo, testar a eficácia: do uso de dispositivos móveis para aumentar a segurança de pessoas com défices cognitivos nas suas deslocações diárias (Chang, Wang, Chen, & Ma, 2012), de sistemas de comunicação por mensagens de texto para pessoas com incapacidades múltiplas (Lancioni et al, 2012), de intervenções para reduzir compor tamentos disruptivos (Ling, Hawkins, & Weber, 2011) e de intervenções para aumentar o tempo de concentração durante determinadas tarefas em contexto académico (Riley, McKevitt, Shriver, & Allen, 2011).…”

Section: The Main Characteristics Usefulness and Assumptions Of Thiunclassified

Desenhos de investigação A-B-A-B: Uma abordagem experimental para a avaliação de intervenções em contextos naturais

Correia¹,

Daniel²,

Aguiar³

2014

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Resumo Os desenhos de investigação A-B-A-B são um dos desenhos experimentais Abstract A-B-A-B designs are one of the most frequently used single-subject research designs. These designs allow researchers to determine the effectiveness of a given intervention, through continuous and repeated measurements of a specific behavior, throughout alternated and rigorously controlled baseline (A) and intervention or treatment (B) conditions. Using a simple design, that uses the subject as his own control, the researcher is able to compare information within and across conditions, examining whether the treatment causes changes in the subject's behavior. This paper aims to describe Laboratório de Psicologia, 12(1): 15-30 (2014) doi : A correspondência relativa a este artigo deverá ser enviada para:

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Effects of a Classwide Interdependent Group Contingency Designed to Improve the Behavior of an At-Risk Student

Cited by 34 publications

References 11 publications

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

An evaluation of observational methods for measuring response to classwide intervention.

Desenhos de investigação A-B-A-B: Uma abordagem experimental para a avaliação de intervenções em contextos naturais

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