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Evaluating the independent group contingency: “Mystery Student” on improving behaviors in head start classrooms
Author(s) -
Pasqua Jamie L.,
Dufrene Brad A.,
LaBrot Zachary C.,
Radley Keith,
Dart Evan H.,
Lown Elizabeth
Publication year - 2021
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.22540
Subject(s) - head start , psychology , intervention (counseling) , contingency management , contingency , developmental psychology , at risk students , clinical psychology , mathematics education , psychiatry , linguistics , philosophy
Abstract An increasing number of preschool children exhibit challenging behavior in the classroom. Children enrolled in Head Start are particularly at risk for emotional and behavioral disorders due to numerous risk factors they face. Unfortunately, some preschool teachers are ill‐equipped to manage the challenging behaviors that preschool children exhibit. The current study investigated the effects of an independent group contingency, the Mystery Student Intervention, on improving preschool children's classroom behaviors. An ABAB withdrawal design was employed to determine the Mystery Student Intervention's effectiveness for decreasing disruptive behaviors and increasing appropriate behaviors in three Head Start classrooms. Results indicated that class‐wide aggregate disruptive behavior decreased, and appropriate behavior increased during the intervention phases for all three classrooms. Furthermore, teachers rated the Mystery Student Intervention as socially valid. Results of this study add to the limited research base on group contingencies in preschool settings.