Premium
COMBINING SELF‐MONITORING AND AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE THE BEHAVIOR OF SIXTH GRADERS WITH EBD
Author(s) -
Denune Hilary,
Hawkins Renee,
Donovan Lauren,
M Dacia,
Hall Lyndsie,
Moeder Anthony
Publication year - 2015
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/pits.21846
Subject(s) - contingency management , contingency , psychology , interdependence , intervention (counseling) , reinforcement , psychological intervention , self monitoring , multiple baseline design , task (project management) , randomized controlled trial , developmental psychology , social psychology , medicine , engineering , psychiatry , linguistics , philosophy , surgery , systems engineering , political science , law
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 The self‐monitoring procedure was then withdrawn and reinstated.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.