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Increasing tootling: The effects of a peer‐monitored group contingency program on students' reports of peers' prosocial behaviors
Author(s) -
Skinner Christopher H.,
Cashwell Tammy H.,
Skinner Amy L.
Publication year - 2000
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(200005)37:3<263::aid-pits6>3.0.co;2-c
Subject(s) - prosocial behavior , psychology , contingency management , intervention (counseling) , reinforcement , developmental psychology , contingency , interdependence , social psychology , behavior management , corollary , helping behavior , pure mathematics , linguistics , philosophy , mathematics , psychiatry , political science , law
In most educational ecologies, attention and consequences are focused on inappropriate behavior. Often students observe and report peers' antisocial behavior (i.e., tattle) and teachers investigate and consequent (i.e., punish) those behaviors. In the current study, a withdrawal design was used to investigate a corollary system. Fourth‐grade students were trained to observe and report peers' prosocial behaviors (i.e., tootle), and interdependent group contingencies and public posting were used to reinforce those reports. Although the first intervention phase showed much variability, subsequent phases showed that an intervention composed of public posting and interdependent group contingencies increased prosocial behavior reports. Results are discussed in terms of using this system to increase student and teacher awareness of and reinforcement for incidental prosocial behaviors. © 2000 John Wiley & Sons, Inc.