Effects of an interdependent group contingency on engagement in physical education

Hirsch, Shanna E.; Healy, Seán; Judge, Joann P.; Lloyd, John Wills

doi:10.1002/jaba.328

Cited by 17 publications

(20 citation statements)

References 11 publications

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“…The current study extends previous research by evaluating the game during PE classes, instead of recess, and over longer periods of time (26‐41 min instead of 13‐16 min). As mentioned previously, simply providing the opportunity to be active, such as in a PE class, does not necessarily result in students being as active as they could be (Fogel et al, ; Hirsch et al, ; Sallis et al, ; Shayne et al, ). That was the case in the current study, as participants were more active (took more steps) when the Step it UP!…”

Section: Resultsmentioning

confidence: 99%

“…Additionally, although research suggests that PE classes provide critical opportunities for children to be active at school (Madsen, Gosliner, Woodward-Lopez, & Crawford, 2009), students are not always as active as they could be during those We thank Jesse Bober, Alex McCurdy, Kelly Roughgarden, Emily Sackett, and Nathan Tomaneng for their assistance in the conduct of this study. classes (Fogel, Mitenberger, Graves, & Koehler, 2010;Hirsch, Healy, Judge, & Lloyd, 2016;Sallis et al, 1997;Shayne, Fogel, Miltenberger, & Koehler, 2012).…”

mentioning

confidence: 99%

“…For example, during recess children seem to be most active during the first few minutes of the recess period, with physical activity declining thereafter (e.g., McKenzie et al, ; Sallis, Prochaska, & Taylor, ), which suggests a need for changes to recess activities. Additionally, although research suggests that PE classes provide critical opportunities for children to be active at school (Madsen, Gosliner, Woodward‐Lopez, & Crawford, ), students are not always as active as they could be during those classes (Fogel, Mitenberger, Graves, & Koehler, ; Hirsch, Healy, Judge, & Lloyd, ; Sallis et al, ; Shayne, Fogel, Miltenberger, & Koehler, ).…”

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confidence: 99%

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Using the Step it UP! Game to increase physical activity during physical‐education classes

Normand¹,

Burji²

2019

J of App Behav Analysis

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TheStep it UP! Game is an interdependent group reinforcement contingency based on the Good Behavior Game. We evaluated the effects of the Step it UP! Game on the number of steps taken by 3rd-grade students during physical-education (PE) classes at a local public elementary school. We divided the class into 2 teams and awarded a "Step it UP! Champ" badge to the members of the team with the highest mean step totals at the end of each game. We used a reversal design to compare the mean number of steps taken while playing the game and during regular PE classes. Overall, participants took more steps while playing the game than they did during class periods without the game. When given the opportunity to choose playing the Step it UP! Game or having regular PE class during a follow-up session, 16 of 18 participants voted to play the game.

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Section: Resultsmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Using the Step it UP! Game to increase physical activity during physical‐education classes

Normand¹,

Burji²

2019

J of App Behav Analysis

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“…Group contingencies, which are typically designed to administer a consequence to a group based on the behavior of the individuals within the group (Litow & Pumroy, ), have been shown to be effective in managing a variety of challenging behaviors, such as disruptive behaviors, negative social interactions, and poor academic performance (Maggin, Johnson, Chafouleas, Ruberto, & Berggren, ). Interdependent group contingencies are those in which the behavior of all students within a group must meet or exceed a predetermined criteria, and the reinforcer is delivered to all members of the group (Groves, & Austin, ; Hirsch, Healy, Judge, & Lloyd, ; Litow & Pumroy, ).…”

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confidence: 99%

Reducing adolescent cell phone usage using an interdependent group contingency

Jones

Allday

Givens

2019

J of App Behav Analysis

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The purpose of this study was to test the effects of an interdependent group contingency on cell phone usage in an alternative high school classroom. We used an ABAB reversal design to test the effects of the contingency on the cell phone usage of the entire class and an individual student. Results showed a reduction in the cell phone use of the class and the individual when the group contingency was in effect, demonstrating a functional relation between the contingency and student cell phone usage. These findings suggest that group contingencies may be efficacious for teachers to use within their classrooms to curb cell phone usage. Further study of this intervention is warranted to determine its generality.

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“…Although preference assessments are frequently used to inform preference within individual reinforcement contingencies (Kodak, Fisher, Paden, & Dickes, 2013;Krentz, Miltenberger, & Valbuena, 2016), such procedures are rarely described in the literature for identification of potential reinforcers for use in a group contingency (e.g., Good Behavior Game). When preference is assessed within a group setting, it is often done through use of reward surveys with limited detail regarding selection and delivery of preferred stimuli (e.g., Hirsch, Healy, Judge, & Lloyd, 2016;Lannie & McCurdy, 2007).…”

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confidence: 99%

A Comparison of Two Procedures for Assessing Preference in a Classroom Setting

Radley

Dart

Battaglia

et al. 2018

Behav Analysis Practice

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The purpose of this study was to compare a method of assessing preference within a large group format to individual preference assessments. Individual preference assessments were conducted by presenting an array of four edible stimuli to a participant and allowing the participant to select a preferred stimulus, with stimuli removed from the array based on selection criteria. Group preference assessments were conducted in a classroom of 19 students, with all students responding simultaneously to a prompt to identify a preferred stimulus using Plickers-unique Quick Response code cards that are read by an accompanying smartphone app. During the group procedure, stimuli in the array were restricted on the individual participant level. Results indicated that the group procedure was a valid and rapid method of assessing preference within a group of individuals. Although additional research is required, practitioners and researchers may consider use of Plickers as a promising means of evaluating preference within a group setting. Keywords Individual reference assessment. Group preference assessment Group contingencies are frequently utilized to modify student behavior at a school-wide and class-wide level. For example, a teacher may use the Good Behavior Game, in which students may earn points that allow access to a reinforcer (Barrish, Wolf, & Saunders, 1969). At the school level, students may earn tokens for exhibiting desirable behavior, which may then be exchanged later for backup reinforcers (Bradshaw, Reinke, Browns, Blevins, & Leaf, 2008). School-based group contingencies are time and resource efficient, as a single reward is typically delivered to all members of a group (Gresham & Gresham, 1982); however, the effectiveness of such programs for any individual student or group of students is dependent upon idiosyncratic preferences for stimuli delivered as contingent rewards (Wehman, 1976). Put another way, access to edibles, tangibles, or activities available through programs like the Good Behavior Game may function as a reinforcer for some students' behavior, whereas such access may not function as a reinforcer for other students' behavior-reducing its effectiveness in modifying group behavior. Although

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Effects of an interdependent group contingency on engagement in physical education

Cited by 17 publications

References 11 publications

Using the Step it UP! Game to increase physical activity during physical‐education classes

Using the Step it UP! Game to increase physical activity during physical‐education classes

Reducing adolescent cell phone usage using an interdependent group contingency

A Comparison of Two Procedures for Assessing Preference in a Classroom Setting

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