Randomizing multiple contingency components to decrease disruptive behaviors and increase student engagement in an urban second‐grade classroom
2010; Wiley; Volume: 47; Issue: 9 Linguagem: Inglês
10.1002/pits.20516
ISSN1520-6807
AutoresChele McKissick, Renee O. Hawkins, Francis E. Lentz, Jennifer Hailley, Shannon McGuire,
Tópico(s)Autism Spectrum Disorder Research
ResumoAbstract Disruptive behaviors displayed in the classroom interfere with learning by taking time away from academic instruction. This study investigated the effects of randomizing components within an interdependent group contingency for group disruptive behavior and engagement levels of 26 students in a second‐grade classroom in an urban Midwestern school. Using a multiple‐baseline‐across‐settings design, baseline levels of group disruptive behavior and engagement were compared to intervention levels across three different class periods. Results suggest that the intervention decreased levels of disruptive behavior and increased levels of student engagement. Benefits of randomizing components within an interdependent group contingency are discussed as well as limitations to this study and suggested areas of future research. © 2010 Wiley Periodicals, Inc.
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