Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior

Abstract

Children exhibiting challenging and disruptive behaviors can require teachers to spend a substantial amount of time on classroom management. Disruptive behaviors in the classroom impact the learning process by taking time away from academic instruction. Further, preschoolers who are disruptive are more likely to continue displaying problematic behaviors throughout the remaining school years. Relative to other age groups, there is a paucity of interventions for preschool children with disruptive behavior. Additionally, children from lower economic backgrounds are at a greater risk for both learning and behavioral problems, as characterized by the preschoolers enrolled in Head Start. Group contingencies are practical, efficient, and teacher-friendly behavioral interventions that have been employed with older age groups to reduce disruptive behavior. An ABAB reversal design across 9 preschoolers enrolled in a Head Start classroom was employed to assess the effects of an interdependent group contingency with mystery motivators to reduce disruptive classroom behaviors. The present investigation revealed remarkable reductions of disruptive behavior across all 9 participants.

A Class-Wide Intervention for Improving Homework Performance

“…The findings of this study corroborate the results of previous research employing a group-contingency format with randomized criteria and reinforcers to improve disruptive behavior (Kelshaw-Levering et al, 2000;Murphy et al, 2007;Theodore et al, 2004;Theodore et al, 2001) and academic achievement (Popkin & Skinner, 2003). Of the extant research examining homework completion and accuracy, only one employed a group contingency (Olympia et al, 1994) to improve homework completion and accuracy of mathematics performance in sixth-grade students.…”

“…Group contingencies have been efficacious in modifying variables such as disruptive behavior, academic achievement, and more recently, homework completion (Murphy, Theodore, Alosio, Alric-Edwards, & Hughes, 2007;Popkin & Skinner, 2003;Sharp & Skinner, 2004;Theodore, Bray, & Kehle, 2004;Theodore, Bray, Kehle, & DioGuardi, 2003;Theodore, Bray, Kehle, & Jenson, 2001). They are appealing to teachers because they do not necessitate much teacher time (Elliot, Turco, & Gresham, 1987), are applied to the entire classroom (classroom-wide intervention), are easy to employ, and incorporate the use of peer influence and attention (Litow & Pumroy, 1975;Skinner, Cashwell, & Dunn, 1996).…”

Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities

“…With dependent group contingencies, reinforcers are delivered to the entire class based on the performance of selected student(s). Although all three types of group contingencies have been demonstrated to be effective and viable in reducing students' challenging behaviors and in improving socially appropriate behaviors in the classrooms (e.g., Christ & Christ, 2006;Gresham & Gresham, 1982;Lohrmann & Talerico, 2004;McCurdy, Lannie, & Barnabas, 2009;Murphy, Theodore, Aloiso, Alric-Edwards, & Hughes, 2006;Stage & Quiroz, 1997;, relatively limited research has evaluated the efficacy of dependent group contingencies when compared to the other two types. Due to the focus on the performance of a selected number of students, dependent group contingencies may result in undue peer pressure, retaliation, or social punishment for the targeted students (Davis & Blankenship, 1996).…”

Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior

“…It is important to have behavioral support systems for individuals with challenging behaviors as well as for the entire class (Murphy et al 2007). In their research, Hemmeter et al (2007) explains a program-wide behavior plan implemented with preschoolers.…”