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- Title
COMBINING SELF-MONITORING AND AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE THE BEHAVIOR OF SIXTH GRADERS WITH EBD.
- Authors
Denune, Hilary; Hawkins, Renee; Donovan, Lauren; Mccoy, Dacia; Hall, Lyndsie; Moeder, Anthony
- Abstract
A withdrawal design was used to examine the influence of a self-monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth-grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on-task, off-task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self-monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self-monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self-monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self-monitoring on group contingency interventions are discussed.
- Subjects
ADJUSTMENT disorders in children; PATIENT self-monitoring; MENTAL health of middle school students; REINFORCEMENT (Psychology); BEHAVIOR therapy
- Publication
Psychology in the Schools, 2015, Vol 52, Issue 6, p562
- ISSN
0033-3085
- Publication type
Article
- DOI
10.1002/pits.21846