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Assessment of multiple behavioral procedures on academic and social classroom behavior
Author(s) -
Reese Sandra C.,
Murphy Robert J.,
Filipczak James
Publication year - 1981
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 - 10.1002/1520-6807(198107)18:3<349::aid-pits2310180317>3.0.co;2-q
Subject(s) - psychology , attendance , contingency management , reinforcement , context (archaeology) , set (abstract data type) , contingency , class (philosophy) , social skills , mathematics education , behavior management , developmental psychology , applied psychology , social psychology , intervention (counseling) , paleontology , linguistics , philosophy , artificial intelligence , psychiatry , computer science , economics , biology , programming language , economic growth
A set of behavioral procedures focusing on the academic and social behavior problems of a group of adolescent students was incorporated within the context of a regular school program. The procedures, which involved manipulating type and delay of reinforcement, teaching desirable behaviors that were self‐reinforcing or that others would readily reinforce, and training in several skills that are prerequisite to selfcontrol, were implemented in several classrooms through an independent grouporiented contingency system. These students performed significantly better than a matched control group with respect to grade‐point average, class grades, school attendance, and length of time absent due to suspension. Changes in the contingency system throughout the year yielded differential effects on three behavioral measures: class attendance, assignments completed, and classroom behavior. The significance of these findings is discussed, and suggestions are made for future research efforts.